Applying Decolonising Race Theory to the Aboriginal Voices Project

Autor/inn/en	Moodie, Nikki; Fricker, Aleryk
Titel	Applying Decolonising Race Theory to the Aboriginal Voices Project
Quelle	In: Australian Educational Researcher, 50 (2023) 1, S.11-31 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moodie, Nikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00601-9
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; Academic Failure; Academic Aspiration; Case Studies; Colonialism; Land Settlement; Race; Social Theories; Teaching Methods; Curriculum Development; Cultural Activities; Holistic Approach; Classroom Communication; Culturally Relevant Education; Research Reports; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Case study; Fallstudie; Case Study; Kolonialismus; Siedlungsraum; Rasse; Abstammung; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural activity; Kulturelle Aktivität; Holistischer Ansatz; Klassengespräch; Research report; Forschungsbericht; Australien
Abstract	The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01