Outcome 4.3 Action Plan/Reflection

Aboriginal pedagogy - learning literacy and numeracy
	Reflective questions…..	Response
Current Situation	What do I know and understand about the topic? What do I want to know and understand and why? How will I do this? How will I know this?	I have had an interest in Aboriginal ways of learning for some time and recently have had a number of significant learning opportunities that have reinforced this interest.      Aboriginal Cultural Sensitivity Training – the delivery and content challenged my views of dominant culture and racism.  The mode of delivery included strong focus on story telling, listening, awareness of non-verbal learning and connections.       I was introduced to the “8 ways of Aboriginal learning”      As a parent representative I participated in a consultation process facilitated by Tyson Yunkaporta at my children’s school to develop an Aboriginal pedagogical approach for their context.  Each of these events has added a perspective to my understanding of myself and aboriginal pedagogical approaches (ways of knowing and doing).  I have been impacted intellectually, emotionally, professionally and personally – transformed.   This is a driving force for my ongoing interest with the topic.  In studying for the Masters of Teaching (Early Childhood) I am really keen to make as many links as possible with the subjects I study. Learning the Aboriginal way is not about content its about process I want to be able to explore and understand this broad topic within the scope of very young children’s literacy and numeracy learning.  This will mean both working to understand more deeply the concept of Aboriginal pedagogy and it application to my work along with being able to narrow the focus to the implications for children birth to four and their literacy and numeracy learning.  Having said this perhaps this is one complexity that may not be fully reconcilable – the very nature of both aboriginal pedagogical approaches and early childhood learning is their holistic nature.  Separating and narrowing the focus may in itself be unhelpful
Steps/processes	What do I need to do to find out more?  What steps will I take?	Ready, willing and able (Claxton & Carr)
Barriers	What are the possible barriers might I face? What might hinder the process?	To narrow the focus to literacy and numeracy Birth to Four It may be difficult to source quality material as reference due to limited I will continually need to ensure I approach this area with sensitivity and awareness of my own values and biases. Being able to live with more questions than answers Being able to “unlearn” my “white” pedagogical approaches – and find ways to weave both approaches into my teaching. Accept I will make mistakes – acknowledge these and move on
Resources	What can I access to find out more?  Who can support my learning?	Journals Tracey Simpson – KidsMatter ATSI Project Manager
Links to Assessment outcomes		4.1,4.3,
Implications for teaching and learning		In gaining a deeper understanding of aboriginal pedagogies and how they specifically apply to young children as learners of literacy and numeracy I will be able to add this to my teaching strategies for all children Making more explicit connections with land, environment, community and kinship connections
Implications for future professional learning	What else could I	Formal Qualifications and further study e.g. David Unopian college Reading – journals, Early Childhood, Aboriginal/Indigenous Studies Links to current study/subjects Connections and relationships with Aboriginal people Work project - http://www.kidsmatter.edu.au/early-childhood/news/bringing-stronger-aboriginal-and-torres-strait-islander-perspectives-kidsmatter Listening, watching, feeling,

8 ways was developed as a result of a research project involving DET staff, James Cook University’s School of Indigenous Studies and the Western New South Wales Regional Aboriginal Education Team between 2007 and 2009.

http://8ways.wikispaces.com retrieved 9^th Sept 2013