Reference of some annotated books

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Appendix

Some Annotated Books, Articles, Reports and other Resources relating to Indigenous Students

Fleer, M. & Williams-Kennedy, D. (2002). Building Bridges: Literacy Development in Young Indigenous Children. Canberra: Early Childhood Association, Department of Education, Science and Training.

This is a kit consisting of a DVD and Text book that provides a contextual overview of literacy education in the early years of schooling as well as practical suggestions for practice.

Fleer, M. & Williams-Kennedy, D. (2001). Looking in and not seeing yourself mirrored back: investigations of some Indigenous family views on education. Curriculum Perspectives, 21 (3),52-55.

In this article the effect of the cultural background and matter of children's learning is examined . From various areas of Australia i ndigenous preschool-aged children and their families were invited to contribute in a study , which is required to discover learning skills prior to school. Six pre-school-aged children were filmed by their families over the course of a week.

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Hughes, P., More, A. & Williams, M. (2004). Aboriginal ways of Learning. Canberra: Flinders Press.

This text is based on the Aboriginal ways of learning project (Abwol) carried out in 1996-2000 and aimed primarily at exploring Aboriginal ways of learning and developing field-tested teaching resources. The book consists of two main sections. The first contains a selection of learning units that have been drawn from the practices of teachers in South Australia who have been recognised as effective teachers of Aboriginal students. The description of each unit includes the school context, the tasks, activities and resources that make up the unit and the teacher's reflections about the unit. The second section consists of a series of papers including discussions about Aboriginal pedagogies, and Aboriginal ways of learning.

IESIP SRP National Coordination and Evaluation Team. (2000). What Works? Explorations of Improving Outcomes for Indigenous Students. Canberra: Department of Education, Training and Youth Affairs.

This report is an analysis of the work and findings of nationwide projects focused on Indigenous education initiatives, site visits and workshops.

McConaghy, C. (2000) . Rethinking Indigenous Education. Culturalism, Colonialism and the Politics of Knowing. Flaxton: PostPressed.

This book questions a number of core assumptions that shape Indigenous education and education reform in Australia such as colonial power relations, welfarism, assimilationism non-Indigenous epistemologies.

Milbourne, R. (2002). Enhancing Indignenous Partnerships. Practically Primary, 7 (2), 33-35

This article reports on a local school community with koori students which acknowledged that those students needed reasonable right of entry and opportunities in schooling to get better results in learnin g . The experience of the author as a coordinator for this project is described and the support of staff who works in the environment is outlined from the coordinator's own perspective, focussing on providing literacy support and the support of other staff in the school.

Partington, G. (2003). Why Indigenous issues are an essential component of teacher education programs. Journal of Teacher Education, 27 (2), 39-48.

This article discovers the disappointment of teacher education in Australia to organize teachers to educate Indigenous students. Unawareness of Indigenous culture, injustice , history and expectations is probably to guide teachers to implement policies that compound the disadvantages Indigenous students experience and speed up their removal from school. The article explores troubles with schools, changing the perspectives of teachers, and what should be taught to teachers.

Reid, J. & Santoro, N. (2006). Cinders in snow? Indigenous teacher identities in formation. Asia Pacific Journal of Teacher Education, 34 (2), 143-160.

In this paper we examine data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self '.

Santoro, N. & Reid, J. (2006). 'All things to all people': Indigenous teachers in the Australian teaching profession. European Journal of Teacher Education, 29 (3), 207-383.

This paper reports on the findings of a four-year study that seeks to understand the experiences and career pathways of Indigenous teachers in Australia. The paper highlights the expectations of school and wider communities that Indigenous teachers will be and will fill a number of complex and sometimes conflicting roles within and beyond classrooms. We conclude by arguing the need for non-Indigenous student-teachers to be better prepared to work alongside Indigenous colleagues and to take more active roles in the implementation of policy and initiatives around Indigenous education. The paper also raises implications for the recruitment and retention of Indigenous teachers .

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Stewart, J. (1999). The empowerment of Indigenous Australians in Mainstream Education. The Australian Journal of Indigenous Education, 27 (2), 27-40.

This article reports on strategies to empower Indigenous students that were implemented in NSW. The author is both a teacher and the coordinator of a project that will implement and monitor these strategies and initiatives over a three year period.