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ABORIGINAL PEDAGOGY BOOK - 8 WAYS by Dr Tyson Yunkaporta
Aboriginal Pedagogy- Our Protocol for using this wiki
Best Aboriginal Pedagogy Practice
Staff delivering Aboriginal Pedagogy in 2016
2016 ABORIGINAL PEDAGOGY BOOK
8 ways Stamps Supplier PGSTAMPS
8 Ways... Creative and Productive Pedagogy Activities
8way - Bangamalanha Centre, RAET DET WNSW
8way planning checklist
8way resources, materials
8ways and Quality Teaching
8ways Whole-school e.g.
Aboriginal Community Consultation
Aboriginal pedagogy research review
Aunty Alma Jean Fishing
Aunty Doris' 8way yarns
Aunty Olga message stick
Basic maths remedial
Cultural Analysis Tool
e.g. Lightning Ridge
e.g. Orange - Wiradjuri
e.g. PE plans
E.G. Plumpton High School
Engineering student 8way pres
History and Technology
Hunter Sports High 8 Aboriginal Ways of Learning Presentation
I don't understand!
Minimbah Learning Journey- North Coast
Mr Beames Way- Brewarrina Central School
South Western Sydney Region ECT
Sydney - symbols and story
Sydney Kinder 8ways lesson
Sydney, Campbelltown East
Victoria University Master of Teaching Students
Visual culture way
Walgett Public School Rules
Wiki Quest - Guided Session
Your identity map
Cultural Analysis Tool
An Indigenous Cultural Analysis Tool
In seeking to undertake an analysis of Aboriginal and Torres Strait Islander perspectives in your curriculum, we propose a cultural matrix tool to measure both breadth of content and depth of perspective. For breadth and integrity of Aboriginal content, we employ Uncle Ernie Grant’s Indigenous framework from far north Queensland. Dr Grant’s framework is highly regarded and widely used in Queensland and beyond. It comprises six elements, as follows:
For depth of Aboriginal perspectives, we employ four elements of Aboriginal epistemology/ontology from the 8ways Aboriginal pedagogy framework. The elements we are using are not the pedagogies themselves, but the four elements identified as aspects of Aboriginal ways of valuing, being, doing and knowing (which relate to Indigenous perspectives, rather than Indigenised content).
These four elements will comprise the columns of the matrix and the six elements of Dr Grant’s Indigenous framework will form the rows, as follows:
You will certainly have tangible items of Aboriginal culture and history in your curriculum. However, these do not necessarily represent Aboriginal perspectives. Indigenous ways of valuing, being, knowing and doing are intangible aspects of culture that cannot be represented by mere cultural and historical facts or items. Rather, they can be found in Indigenous protocols, values, processes and systems.
For the purposes of this appraisal
ways of valuing
will be regarded as axiology, represented by the perspective descriptor of
Ways of being
will be regarded as ontologies, represented by the descriptor of
(these being the rules that tell us how to live/be in relation to people and country).
Ways of knowing
will be regarded as epistemologies, represented by the perspective descriptor of
Ways of doing
will be regarded as methodology, represented by the perspective descriptor of
The content descriptor of
encompasses perspectives on landscape, nature and natural phenomena.
refers to perspectives on contemporary and historical communication forms. Culture refers to both tangible and intangible aspects of lived realities and expressions of ways of being, knowing and thinking.
refers to perspectives on sequencing, chronology, temporal realities and cause and effect relationships.
refers to the narrative, ritual and cultural meanings enfolded in spaces and landscapes through long term occupancy and custodianship of land. The category of
refers to perspectives on the dynamic interaction between all the other elements, and the connections within and between human, spiritual and ecological systems.
Overall, this cultural analysis tool is a way of measuring the presence of the intangible cultural elements (specifically ways of valuing, being, knowing and doing). The objective is to determine whether cultural
(not just cultural
viewed from non-Aboriginal perspectives) are included in the curriculum, and to measure the depth and breadth of cultural integrity expressed by these perspectives.
Using the Analysis Tool
Simply review your unit of work, or even the entire curriculum, placing a mark in the appropriate box in the matrix for each Aboriginal perspective item you find. For example, for a lesson on Aboriginal family structure, you would place a mark in the box where the
row meets the
column. Continue the analysis in this way, then at the end examine the distribution of scores overall.
If you see all your scores building up around
, you might consider increasing the breadth of your Aboriginal perspectives to include time, place, land, language and relationships. If you see that most of these are occurring at the level of
, then you might seek to increase the depth of your Aboriginal perspectives by including more values and protocols.
If you see a broad spread across all descriptors, then this means your Indigenous perspectives are being presented in a way that demands application and transfer of Aboriginal ways of valuing, being, knowing and doing to a variety of contexts and disciplines. When you have this, then the potential for inclusion of these perspectives across areas of mainstream content is markedly increased. One advantage of this kind of inclusion is that if Aboriginal perspectives are delivered across the curriculum as
(rather than only as additional
, then concerns about diminished space for mainstream content can be neutralized.
Cultural Analysis Tool grid.docx
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