A Muragan [white woman]’s journey: Learning from Elders on Country how to support cultural understandings of non-First Nations educators through thearts
Bibliographic record
Abstract
Research has revealed that it can be problematic for non-First Nations educators to embed the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority (CCP) as required in the nationally endorsed Australian Curriculum (AC) (Bishop & Vass, 2021; Stern & Burgess, 2021). This is related to a range of factors, including limited professional development resulting in low teacher self-efficacy (Gibson & Ewing, 2020; Lane, 2020). The Arts provide important opportunities for students to learn about and celebrate the diversity of human experience (Dissanayake, 2000, 2015). As an arts educator, I could see the potential of utilising the arts to support educators in engaging with and building their knowledge of the histories and cultures of Australia’s First Nations Peoples, with a particular focus on the local context of the school site. Through this research, a Participatory Action Research (PAR) project with the arts as a key central theme and a specific focus on the AC arts strands of dance, drama, media arts, music and visual arts was undertaken in collaboration with the Goenpul, Noonuccal and Ngugi Elders of the Minjerribah-Moorgumpin Elders-in-Council [MMEIC] on Minjerribah/Terrangee of the First Nations land and sea Country recognised as Quandamooka located in Queensland, Australia with a local primary school. Through this research, the experiences of non-First Nations educators in teaching the Aboriginal and Torres Strait Islander Histories and Cultures CCP were explored in an arts project in a primary school which investigated the arts strands of dance, drama, media arts, music, and visual art to provide opportunities for both teachers and students to learn about and strengthen their cultural understandings of the local First Nations land and sea Country, Quandamooka. Whilst the project did reveal that the arts can successfully support non-First Nations educators in embedding the CCP, it also revealed that there is a distinct lack of arts knowledge among generalist teachers due to the marginalisation of this learning area together with the challenges of standardised testing, benchmark standards and data collection requirements (Lowe & Galstaun, 2020). The findings also revealed that providing educators with an opportunity to learn ‘on Country’ with First Nations Elders results in significant insights and connections that enrich the teaching of the Aboriginal and Torres Strait Islander Histories and Cultures CCP and enhance teacher self-efficacy. However, the findings also revealed the importance of leadership support for such initiatives and that greater alignment is required across documents such as the Australian Curriculum, the Australian Professional Standards for Teachers and School Reconciliation Action Plans to support whole school approaches in working towards reconciliation with First Nations Aboriginal and Torres Strait Islander Peoples of Australia.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".