"Teaching Culture Through Culture": A Case Study of Culturally Responsive Pedagogies in an Australian Early Childhood/Primary Context.
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| Title: | "Teaching Culture Through Culture": A Case Study of Culturally Responsive Pedagogies in an Australian Early Childhood/Primary Context. |
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| Authors: | Sisson, Jamie Huff1 (AUTHOR) jamie.sisson@unisa.edu.au, Whitington, Victoria1 (AUTHOR), Shin, Anne-Marie1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. Jan-Mar2020, Vol. 34 Issue 1, p108-126. 19p. 4 Color Photographs, 1 Diagram, 3 Charts. |
| Subject Terms: | *Culturally relevant education, *Cultural education, *Case studies, Aboriginal Australians, Model theory |
| Abstract: | This article presents the findings from a case study focused on understanding how cultural models of education are brought together in dialogue to re-imagine education. The use of cultural models theory provided a useful framework for exploring how teachers, leaders, children, and families at Westside Primary School orchestrated multiple perspectives to re-imagine their figured world as culturally responsive. Findings suggest the principles from two cultural models of education – Reggio Emilia and a pedagogical framework called the Nunga Way, informed by local Australian Aboriginal First Nations peoples – were significant for local culturally responsive pedagogy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article presents the findings from a case study focused on understanding how cultural models of education are brought together in dialogue to re-imagine education. The use of cultural models theory provided a useful framework for exploring how teachers, leaders, children, and families at Westside Primary School orchestrated multiple perspectives to re-imagine their figured world as culturally responsive. Findings suggest the principles from two cultural models of education – Reggio Emilia and a pedagogical framework called the Nunga Way, informed by local Australian Aboriginal First Nations peoples – were significant for local culturally responsive pedagogy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2019.1692110 |
