Teaching Indigenous Australian Studies in Contemporary Settings: Are Pre-service Teachers Prepared?

Abstract

This research study critically explores the attitudes of Griffith University (Griffith) pre-service teachers in relation to teaching Aboriginal and Torres Strait Islander histories, cultures and languages in education contexts. Educational policy from the Australian Institute for Teaching and School Leadership (AITSL) - Australian Professional Standards for Teachers (National Teaching Standards), in particular AITSL Graduate Standard 2.4 provides the framework for this study. At a graduate level, this standard requires graduates to “Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages” (AITSL, 2011, p. 11). Research participants were Bachelor of Education students who completed an Indigenous education course 3030EDN Studies of Indigenous Australia (3030EDN) prior to participation in this study. In order to explore this research topic, a case study methodology was employed. Within the case study, data collection methods included an on-line survey of 82 pre-service teachers, followed by extended interviews with four pre-service teachers, who identified themselves as being willing to participate in a yarning session. Moreover, an analysis of the course materials from 3030EDN as well as AITSL Graduate Standard 2.4 was undertaken. The collated data then formed the basis for a critical analysis framed by Indigenous standpoint theory (Nakata, 2007a).