Developing Alternative Ways of Teaching (Pedagogies) and Cultural Metaphors

WCE staff work closely with interested teachers at Tennant Creek and Alekerenge schools to help develop alternative ways of teaching (pedagogies) and cultural metaphors.

Promoting Indigenous culture and governance in the education environment was one of the main area of focus for the WCE team in Tennant Creek and Alekerenge.

This has been achieved through a number of mechanisms including the following:

  • Improving Indigenous representation on the school councils – 10% increase at the primary school and 20% increase in the high school. It is extremely positive that Indigenous representation has increased and further growth should be encouraged. In practice due to community commitments, personal circumstances etc. there is often only one or two Indigenous members present which causes them to feel quite isolated and limits effective participation.
  • Adding cultural content into the curriculum by running specific education sessions with classes.
  • Providing information to education staff regarding cultural protocols.
  • Building on educational curriculum and pedagogy by introducing previously undiscovered materials and resources.
  • Working on Indigenous workforce development with employers and government agencies.

The 8 Aboriginal pedagogies has been introduced to local staff to develop general cultural values to build on:

  • We connect through the stories we share
  • We picture our pathways of knowledge
  • We see, think, act, make and share without words
  • We keep and share knowledge with art and objects
  • We work with lessons from land and nature
  • We put different ideas together and create new knowledge
  • We work from wholes to parts, watching and then doing
  • We bring new knowledge home to help our mob

Developing Alternative Ways of Teaching (Pedagogies) and Cultural Metaphors

Developing Alternative Ways of Teaching (Pedagogies) and Cultural Metaphors

A number of useful metaphors emerged during the WCE, which included the following:

  • The Emu Foot : this highlights three main education pathways – direct employment, VET or higher education (image above)
  • Threads to rope : at present the education system is supported by many individual threads that are fragile and easily disrupted. As a result education performance can be unbalanced or fall when a small number of individual threads break. These threads can be woven into a strong rope which is durable and can achieve much more. (Also spinifex that is less useful as individual stalks but can be woven into a useful basket.)
30 January 2017

Whole of Community Engagement Initiative

Whole of Community Engagement Initiative

The Whole of Community Engagement (WCE) initiative has been operating through the Office of the Pro Vice-Chancellor Indigenous Leadership at Charles Darwin University for the past two and half years.

23 January 2017

Evaluating WCE

We have been working hard with our partners and stakeholders to get feedback and to document and share our key findings and achievements.

Charles Darwin UniversityAustralian Centre for Indigenous Knowledges & EducationBatchelor InstituteNAILSMANTG

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