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dc.contributor.authorRiley, T
dc.contributor.editorLiz Mackinlay, Martin Nakata, Katelyn Barney
dc.date.accessioned2017-05-03T16:09:31Z
dc.date.available2017-05-03T16:09:31Z
dc.date.issued2014
dc.identifier.issn1326-0111
dc.identifier.doi10.1017/jie.2014.20
dc.identifier.urihttp://hdl.handle.net/10072/65421
dc.description.abstractThe issue of low graduation rates among Indigenous learners transcends borders. Some argue that racism and discrimination in schools and in wider society impede the success of Indigenous learners. Although teachers may not intend to make discriminatory decisions based on a learner's ascribed characteristics, research has demonstrated that teachers are capable of making biased decisions that deny opportunities to Indigenous learners. After reflecting upon current debates regarding effective educational strategies for diversity and Indigenous learners, the author contends that courses directed towards best practices for Indigenous learners in the classroom may be less beneficial than developing teachers' overall critical consciousness-raising and self-awareness abilities. The author presents what the literature reveals regarding various educational methods, practices, and epistemologies that have been successfully shared across disciplines in order to create more effective teachers and more responsive learners.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom144
dc.relation.ispartofpageto153
dc.relation.ispartofissue2
dc.relation.ispartofjournalThe Australian Journal of Indigenous Education
dc.relation.ispartofvolume43
dc.rights.retentionY
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode130301
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1608
dc.titleRaising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorRiley, Tasha A.


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