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Working together: Strategies that support cross-cultural engagement of Indigenous teacher assistants working in Indigenous contexts
Armour, Danielle Warren, Elizabeth Anne Miller, Jodie
Armour, Danielle
Warren, Elizabeth Anne
Miller, Jodie
Abstract
Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.
Keywords
indigenous students, two-way learning, mathematics, Indigenous teaching assistants, effective partnerships
Date
2016
Type
Journal article
Journal
Asia-Pacific Journal of Teacher Education
Book
Volume
44
Issue
5
Page Range
421-435
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled