Subjects -> EDUCATION (Total: 2566 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2200 journals)
    - HIGHER EDUCATION (158 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (2200 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 4)
21st Century Pedagogy     Open Access   (Followers: 12)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 10)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 34)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 68)
Accounting & Finance     Hybrid Journal   (Followers: 63)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 25)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 90)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 47)
Action Research     Hybrid Journal   (Followers: 53)
Active Learning in Higher Education     Hybrid Journal   (Followers: 396)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 18)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 275)
Adult Education Quarterly     Hybrid Journal   (Followers: 258)
Advanced Education     Open Access   (Followers: 19)
Advances in Building Education     Open Access   (Followers: 8)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 29)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 14)
Africa Education Review     Hybrid Journal   (Followers: 31)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Health Professions Education     Open Access   (Followers: 7)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 4)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 3)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 259)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 295)
American Journal of Educational Research     Open Access   (Followers: 76)
American Journal of Health Education     Hybrid Journal   (Followers: 39)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 3)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 9)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Art Education     Hybrid Journal   (Followers: 1)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 49)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 16)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 7)
Asian Journal of Distance Education     Open Access   (Followers: 5)
Asian Journal of Education and Social Studies     Open Access   (Followers: 3)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 19)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 17)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 258)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 50)
Assessment Update     Hybrid Journal   (Followers: 7)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 34)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 51)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 11)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 15)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 473)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 356)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 3)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 280)
British Journal of Educational Studies     Hybrid Journal   (Followers: 212)
British Journal of Educational Technology     Hybrid Journal   (Followers: 210)
British Journal of Music Education     Hybrid Journal   (Followers: 28)
British Journal of Religious Education     Hybrid Journal   (Followers: 11)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 66)
British Journal of Special Education     Hybrid Journal   (Followers: 59)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australian Journal of Indigenous Education, The
Journal Prestige (SJR): 0.26
Citation Impact (citeScore): 1
Number of Followers: 15  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1326-0111 - ISSN (Online) 2049-7784
Published by Cambridge University Press Homepage  [400 journals]
  • JIE volume 50 issue 1 Cover and Front matter

    • Free pre-print version: Loading...

      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2021.4
      Issue No: Vol. 50, No. 1 (2021)
       
  • JIE volume 50 issue 1 Cover and Back matter

    • Free pre-print version: Loading...

      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2021.5
      Issue No: Vol. 50, No. 1 (2021)
       
  • Editorial JIE 50.1

    • Free pre-print version: Loading...

      Authors: Bronwyn Fredericks; Martin Nakata, Katelyn Barney
      Pages: 1 - 1
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2021.3
      Issue No: Vol. 50, No. 1 (2021)
       
  • Queer(y)ing Indigenous Australian higher education student spaces

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      Authors: Corrinne Sullivan; Madi Day
      Pages: 2 - 9
      Abstract: For many Queer and Gender Diverse (QGD) Indigenous Australian people, there is little to no separation between our queer or gender identity, and our cultural identity. We are increasingly calling upon institutions to consider and cater to our identities and the needs which correlate with such identities. This paper discusses the findings of a project that investigated the ways in which QGD Indigenous Australian students are included, or not, in the Australian higher education space. Our findings suggest QGD Indigenous Australians are often overlooked in these spaces. We explore the consequences for university access, retention and personal impact for this cohort of students.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.19
      Issue No: Vol. 50, No. 1 (2021)
       
  • ‘Wings to fly’: a case study of supporting Indigenous student success
           through a whole-of-university approach

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      Authors: Bep Uink; Braden Hill, Andrew Day, Gregory Martin
      Pages: 10 - 19
      Abstract: Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.6
      Issue No: Vol. 50, No. 1 (2021)
       
  • Investigation of the factors contributing to Indigenous students’
           retention and attrition rates at the University of Adelaide

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      Authors: Shane Hearn; Madeleine Benton, Sarah Funnell, Fernando Marmolejo-Ramos
      Pages: 20 - 28
      Abstract: Aboriginal and Torres Strait Islander peoples remain significantly under-represented in higher education systems. There are significant disparities in university completion rates for Aboriginal and Torres Strait Islander students compared with their non-Indigenous counterparts. The poor-retention and high-attrition rates among Aboriginal and Torres Strait Islander students come at significant financial and personal cost for the individual, families, community, universities and governments. Existing evidence in relation to attrition has identified complex and multifaceted reasons including ill health, family and community responsibilities, financial difficulties, lack of social support, academic disadvantage and issues surrounding personal well-being. The current study aimed to add to evidence of the academic, financial, social support and well-being factors affecting Aboriginal and Torres Strait Islander student's decision to continue or withdraw from their university studies. Contrary to expectation, students' decision to withdraw was not related to academic and social factors. It was found that students between 22 and 25 years old strongly agreed they were likely to withdraw from studies. There was a significant association between withdrawal and type of enrolment. This study provided important insights into the factors that contribute to a students' decision to withdraw from their university studies, with implications for future educational interventions.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.5
      Issue No: Vol. 50, No. 1 (2021)
       
  • ‘Pedagogy+of+discomfort’:+A+qualitative+exploration+of+non-indigenous+student+learning+in+a+First+Peoples+health+course&rft.title=Australian+Journal+of+Indigenous+Education,+The&rft.issn=1326-0111&rft.date=2021&rft.volume=50&rft.spage=29&rft.epage=37&rft.aulast=Mills&rft.aufirst=Kyly&rft.au=Kyly+Mills&rft.au=Debra+Creedy&rft_id=info:doi/10.1017/jie.2019.16">The ‘Pedagogy of discomfort’: A qualitative exploration of
           non-indigenous student learning in a First Peoples health course

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      Authors: Kyly Mills; Debra Creedy
      Pages: 29 - 37
      Abstract: To improve healthcare practices and increase cultural safety when working with First Peoples, it is essential that students engage with challenging discourses that critically engage their social, political, personal, professional and historical positioning. Such engagement may provoke emotional responses in students. However, little is known about the nature of non-indigenous students’ emotional engagement when learning First Peoples health content that integrates cultural safety principles. The pedagogy of discomfort is a process of self-examination that requires students to critically engage their ideological assumptions and may be useful in examining the emotional dimension that occurs when learning this content. Eighty-two non-indigenous health students gave permission for their critical reflective essays, submitted as an assessment requirement of a First Peoples health course to be analysed. Elements of the pedagogy of discomfort informed the analytical and theoretical framework. The emotional engagement by students was captured in the following overarching themes: Acknowledging preconceived ideas; Uncomfortable emotions; Fragile identities; Spectating and Witnessing. Findings highlight how students' emotional engagement may contribute to changes in perspective and frames of reference, transpiring to a ‘call to action’ that challenges systems of differential privilege. While many students expressed discomfort when learning about key cultural safety concepts, the extent of transformative potential varied.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.16
      Issue No: Vol. 50, No. 1 (2021)
       
  • Using videoed stories to convey Indigenous ‘Voices’ in
           Indigenous Studies

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      Authors: Justine Grogan; David Hollinsworth, Jennifer Carter
      Pages: 38 - 46
      Abstract: Australian higher education policy espouses the need to expose students to Indigenous knowledges, cultures and pedagogies by embedding appropriate content into the curriculum. One way to overcome the challenges of guest speakers, lack of capacity and a crowded curriculum is to use digital materials regularly during lectures and tutorials. Videos have been shown to create empathy and emotional connection between students and the storyteller. The Voices project consisted of 12 semi-structured conversations with local Indigenous people covering a range of topics, each of which was edited for particular topics and courses to avoid student resistance to difficult material and avoid homogenous representations of Indigenous peoples. The edited video clips were shown in class and evaluated. This research reports on formal anonymous student feedback on teaching, questionnaire responses from 115 students and 10 in-depth interviews. Findings include the authenticity, emotional connection and empathy the storytellers provide, and the need for cultural courage to reflect on one's own positionality and privilege. We argue that digital storytelling is an effective pedagogy that also engages the community and helps further the higher education agenda for culturally inclusive knowledges and perspectives.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.15
      Issue No: Vol. 50, No. 1 (2021)
       
  • Critical creative pedagogies: a decolonial and indigenous approach using
           visual arts and creative writing

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      Authors: Carlos Rivera Santana; Graham Akhurst
      Pages: 47 - 54
      Abstract: The following paper argues for a critical creative paedagogy as a means of meaningfully engaging with Indigenous and decolonial philosophies. We showcase our critical frameworks and pathways for teaching a decolonial and Indigenous university course where philosophy and arts meet to engage with complex colonial, racial and epistemological questions. We first frame our theoretical and philosophical stance within critical postcolonial, Indigenous and decolonial studies. We then describe an epistemological critique within western philosophical discourse that will gesture towards a decolonial pathway to arts and discuss our creative teaching approach grounded in decolonial and Indigenous theories. Lastly, we reach to a critical and decolonial space where ‘southern’ philosophies can be ‘heard’ in their fullest complexity. We contend that creative writing and visual arts grounded in critical decolonial and Indigenous theories provide a space in which a decolonised knowledge seems possible.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.20
      Issue No: Vol. 50, No. 1 (2021)
       
  • Embedding Indigenous epistemologies and ontologies whilst interacting with
           academic norms

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      Authors: Stephanie Gilbert
      Pages: 55 - 61
      Abstract: Working in an Institute that centres Indigenous epistemologies and ontologies provides a challenge for the ongoing development of our understandings of Indigeneity and how we embed and embody these understandings. It also creates the opportunity for reflection and development both of pedagogical principles, as well as construction. Trends within the Institute to move to a new degree offering, led the University of Newcastle and the Wollotuka Institute to revisit questions of how to have these conversations together, how to create shared ideas about appropriate approaches and how to translate these shared understandings into real-time outcomes for students studying our courses. These processes are observed here with some examples provided to illuminate the challenging processes taken by experts involved with embodying Indigenous ontologies and epistemologies in this area through all processes of an indigenous centred unit in an Australian university.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.18
      Issue No: Vol. 50, No. 1 (2021)
       
  • Extending the yarning yarn: Collaborative Yarning Methodology for ethical
           Indigenist education research

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      Authors: Marnee Shay
      Pages: 62 - 70
      Abstract: Yarning scholarship is emerging in the Australian context. There are a growing number of Indigenous scholars who advocate for using yarning in research and this paper aims to contribute to this methodological discussion. In this paper, I outline the development of a methodology, which I have named Collaborative Yarning Methodology (CYM). CYM extends on the current yarning scholarship available to researchers through critically addressing the issue of data collection and analysis. The methodology was developed in undertaking my doctoral study in alternative school settings. In developing CYM, I discuss and analyse the implications of using Indigenous methodologies in institutionalised education settings and some of issues that may arise, and some explicitly for Indigenous researchers. Through analysing the current discourses that exists when undertaking Indigenous-focused research in education institutions, there are clearly connections in how Indigenous people are positioned politically, racially and socially when assuming the role of a researcher. I propose that in Indigenous education focused research, there continues to be an over-reliance of positivist ways of collecting yarning data, such as audio recording. I offer an alternative to audio recording, which incorporates collaborative approaches to data collection with participants underpinned by the principle of self-determination.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2018.25
      Issue No: Vol. 50, No. 1 (2021)
       
  • Imagining the possibilities of a cross-cultural oral narrative portraiture
           method: stepping beyond binary discourses

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      Authors: Sara Weuffen; Aunty Marjorie Pickford
      Pages: 71 - 79
      Abstract: Contemporary scholarly critique in Indigenous research spaces has tended to focus on binary dualities, including the purpose of Indigenous-focused research, and the legitimacy of researcher identity, research knowledge and truth. Yet, perhaps unintentionally, such interrogation has led to the continued (re)construction and maintenance of false race-based dichotomies. In this paper, one way in which we seek to step beyond binary race-based discourses is by advocating for the advancement of cross-cultural research practices that interweave traditional and contemporary communication practices. We put forward the case that by knitting together Eurocentric and Indigenous research methodologies, Lawrence-Lightfoot's (2005, Qualitative Inquiry 11, 3–15) portraiture method, and Aboriginal practices of storytelling/yarning, the cross-cultural oral narrative portraiture method enables co-construction of more holistic, culturally nuanced and responsive stories, where meaning, context and reason resonate. In the 21st century research space, we open dialogue for thinking about data as stories, and advocate for contemporary intercultural research processes that are inclusive, engaging and promote co-construction of narratives for storying.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.12
      Issue No: Vol. 50, No. 1 (2021)
       
  • Campfire sessions as pedagogy: a new twist on the Indigenous art of
           story-telling

    • Free pre-print version: Loading...

      Authors: Helene Connor; Ksenija Napan
      Pages: 80 - 87
      Abstract: Campfire sessions are springing up at conferences and educational institutes as an alternative to PowerPoint presentation workshops. As an educational tool, the campfire session is presented as innovative pedagogy, yet sitting around an open fire, telling stories, talking and ‘yarning’ has long been practised in Indigenous societies. This paper reflects on story-telling as an Indigenous educational method with a focus on traditional Māori society in Aotearoa/New Zealand. More specifically, the authors reflect on a campfire session facilitated at the Ako (reciprocal teaching and learning) Aotearoa (Māori name for New Zealand) Conference in Christchurch in November 2018. The campfire session was designed to draw on participants' experiences and stories of biculturalism and their own bicultural journeys. Its intention was to enable participants to explore what it means to be bicultural in Aotearoa/New Zealand and how being bicultural manifests in practices of ako across a range of disciplines and fields of practice. The paper endeavours to be an instructional article for educators interested in experimenting with the Indigenous teaching method of campfire sessions. Detailed explanations and descriptions of the campfire method are provided to assist teachers to design their own campfire sessions. The campfire method was well received by the initial audience, as evidenced by their full engagement and participation. All participants fed back that they felt enabled to design their own campfire sessions. The main benefit of this method is its engagement and appreciation of Indigenous wisdom. The main challenge is its unpredictability as just like fire, it can produce a wonderful warmth and transformation, but also engender inflamed discussions. It requires skilful facilitation and appreciation of potentially diverse views and opinions.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.21
      Issue No: Vol. 50, No. 1 (2021)
       
  • Wik pedagogies: adapting oral culture processes for print-based learning
           contexts

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      Authors: Baressa Frazer; Tyson Yunkaporta
      Pages: 88 - 94
      Abstract: This paper explores the possibilities of designing a Wik pedagogy, drawing on the language and culture of the remote community of Aurukun on Cape York. The research was inspired by the emergence of Aboriginal pedagogy theory in recent decades, along with a resurgence of interest in cognitive linguistics indicating an undeniable link between language, culture and cognition. We are Aboriginal researchers, relatives with strong family ties in the Aurukun community and beyond. We are bound by community obligations and cultural protocol and so the methodology privileged the local cultural and language orientations that inform Indigenous knowledge production. It involved participating in knowledge transmission in cultural contexts and undertaking a relationally responsive analysis of local language. The methodology enfolded Indigenous standpoint theory, yarning methods and auto-ethnography, a rigorous process that informed the development of a Wik pedagogy. We found that Wik knowledge transmission is embedded across multiple disciplines and modalities, such as weaving, fishing, carving, stories and images in both male and female cultural activities. The observed patterns of these activities revealed an example of a structured learning cycle. Some elements of this proposed Wik pedagogy may be generalisable to other language groups, such as the tendency for listening to be equated with understanding and cognition. This is a feature of many Aboriginal languages and cultures along with narrative, place-based and group-oriented approaches to knowledge transmission. In terms of implications for Indigenous research, the use of Indigenised methods such as umpan and relationally responsive analysis represent potential ways forward in Indigenous standpoint theory and methodologies.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2018.24
      Issue No: Vol. 50, No. 1 (2021)
       
  • Through the eyes of students: the satisfaction of remote Indigenous
           boarding students’ with a transition support service in Queensland,
           Australia

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      Authors: Michelle Redman-MacLaren; Tessa Benveniste, Janya McCalman, Katrina Rutherford, Amelia Britton, Erika Langham, Richard Stewart, Pat Saunders, Irina Kinchin, Roxanne Bainbridge
      Pages: 95 - 106
      Abstract: More than 4000 Indigenous Australian students enrol and take up a placement at boarding school each year. While reasons for attending boarding school vary, the impetus for many remote and very remote-dwelling students is restricted secondary educational opportunities in their home communities. A large multi-site study is being undertaken across Queensland to understand the conditions required for these students to be resilient while studying away from home. This paper reports on levels of student satisfaction with Queensland Department of Education's Transition Support Service (TSS) that provide assistance to remote-dwelling Indigenous students in the transition to boarding schools. A survey instrument administered to students included 22 close-ended questions to elicit levels of student satisfaction with TSS. Data were collected electronically using SurveyMonkey™ and analysed in SPSS v24. Descriptive statistics were calculated for variables assessing service support, student perceptions and experiences. A total of 294 primary, secondary and re-engaging students across 21 sites responded. Nearly all primary students (97%) anticipated that TSS would assist their move to boarding school. All secondary students identified that TSS had assisted their transition to boarding school. All re-engaging students agreed that TSS support had increased their capacity to cope when things go wrong. Lower scores related to students’ ability to access TSS when needed. Very high levels of satisfaction with TSS were countered by constraints of distance between TSS and students, and resources available to support the work of TSS. Findings point to the need for equitable provision of transition services in Queensland that emphasise the importance of relationship between service provider and student, and can inform the design of similar transition services across Australia.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.3
      Issue No: Vol. 50, No. 1 (2021)
       
  • Long-lasting educational engagement of Aboriginal and Torres Strait
           Islander people: Where are the Ghundus (children)' A longitudinal
           study

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      Authors: Sharon Louth; Keane Wheeler, Joyce Bonner
      Pages: 107 - 115
      Abstract: This paper is a retrospective exploration of the long-term and deep-reaching impact of an educational aspirations program, Burunga M Gambay (Learning together) (BMG, 2012), on the career pathways and life-long learning of Aboriginal and Torres Strait Islander high school students. The current project, where are the Ghundus (children)' (2017) follows a phenomenological research design by seeking to describe and interpret the long-term effectiveness of BMG through the experiences of the participants and the career pathways they have followed since the program. Qualitative data were collected through semi-structured interviews and analysed iteratively using nVivo 11. The program influenced the participants positively in four major areas: cultural identity, sharing culture, motivation and future aspirations. Notably, all participants completed senior school and added to their qualifications since school and are currently in paid employment. The implications of these findings suggest that future educational aspirations programs be co-constructed with the community to ensure cultural validity and a sense of connectedness. This will, as a result, ensure that the positive effects of such programs are long-lasting and deep-reaching in the educational outcomes for Aboriginal and Torres Strait Islander peoples.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.14
      Issue No: Vol. 50, No. 1 (2021)
       
  • The Montessori method, Aboriginal students and Linnaean zoology taxonomy
           teaching: three-staged lesson

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      Authors: Joël Rioux; Bronwyn Ewing, Tom J. Cooper
      Pages: 116 - 126
      Abstract: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.10
      Issue No: Vol. 50, No. 1 (2021)
       
  • Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring
           dance as a culturally sustaining mathematics pedagogy

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      Authors: Sinapi Taeao; Robin Averill
      Pages: 127 - 135
      Abstract: Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.17
      Issue No: Vol. 50, No. 1 (2021)
       
  • Media neglect of Indigenous student performance in the Programme for
           International Student Assessment (PISA) 2001–2015

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      Authors: Edward Rock Davis; Rachel Wilson, John Robert Evans
      Pages: 136 - 146
      Abstract: This research explores media reporting of Indigenous students’ Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: a lack of teacher quality in remote and rural schools; the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.4
      Issue No: Vol. 50, No. 1 (2021)
       
  • Renewing the Yolŋu ‘Bothways’ philosophy: Warramiri transculturation
           education at Gäwa

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      Authors: Ben van Gelderen; Kathy Guthadjaka
      Pages: 147 - 157
      Abstract: ‘Bothways’ was an expression first utilised by Yolŋu educators in the late 1980s to convey the profound intercultural epistemological foundations of Yolŋu society that should also apply to modern Balanda (white) schooling systems. Despite the pressures from national, standardised curriculum and assessment regimes, ‘Bothways’ has not been abandoned by remote Yolŋu communities in the 21st century. In this paper we briefly revisit the first iterations of the ‘Bothways’ philosophy to demonstrate its symmetry with the Yolŋu transculturation heritage (of the Warramiri in particular), developed through many centuries of contact with sea-faring visitors. Lastly, we present data from community research at Gäwa, a Warramiri homeland on Elcho Island, which demonstrates that through a series of ‘multiple balances’, negotiation around issues of bilingual pedagogy, cultural knowledge transmission, parental engagement and student–teacher dynamic continues to renew the ‘Bothways’ approach.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.2
      Issue No: Vol. 50, No. 1 (2021)
       
  • Perceptions of a culturally responsive school-based oral language and
           early literacy programme

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      Authors: Taneal Norman; Wendy M. Pearce, Fiona Eastley
      Pages: 158 - 167
      Abstract: ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.25
      Issue No: Vol. 50, No. 1 (2021)
       
  • ‘I can speak on this here’: empowerment within an Aboriginal
           adult literacy campaign

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      Authors: Frances Williamson; Bob Boughton
      Pages: 168 - 175
      Abstract: This case study details the impacts of an Aboriginal-led adult literacy campaign in Brewarrina between 2015 and 2017. Forming part of a wider investigation into literacy as a social determinant of health, the study explores the relationship between involvement in the literacy campaign and the capacity of graduates to take greater control of the conditions affecting their lives. Empowerment is used here as the central explanatory construct despite robust criticism of theoretical slippage. We argue that empowerment remains relevant particularly in the context of ongoing and entrenched disenfranchisement of the low-literate in Australian Aboriginal communities. Drawing on in-depth ‘yarning’ interviews, we find strong evidence of individual empowerment among graduates of the adult literacy campaign, particularly in terms of increased self-control and confidence. However, collective change such as increased participation and organisation at the community level is less apparent. This finding underscores two important aspects of empowerment. Firstly, like learning to read and write, the task of regaining personal and collective power can be a slow and difficult undertaking. Secondly, achieving empowerment is intimately linked to addressing the causes of disempowerment. This ultimately means tackling those power relations which impact choices, opportunities and well-being beyond the borders of individual's lives and communities.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.27
      Issue No: Vol. 50, No. 1 (2021)
       
  • Perceptions of Canadian Indigenous teachers and students on movement
           integration in the classroom

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      Authors: Serene Kerpan; M. Louise Humbert, Sylvia Abonyi
      Pages: 176 - 185
      Abstract: The focus of this article is understanding the perceptions that Canadian Indigenous teachers and students have on a novel physical activity teaching method that is utilised in the classroom. We explore the role that physical activity plays in the healthy growth and development of children, with special attention to Indigenous children. Through participatory action research and qualitative methods, Indigenous teachers and students share their thoughts on physical activity in the classroom and the barriers and facilitators that exist to implementing classroom physical activity. This work is discussed in the context of the recent Truth and Reconciliation Commission of Canada and provides the reader with tangible suggestions for movement integration in the classroom.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.1
      Issue No: Vol. 50, No. 1 (2021)
       
  • Academic self-concepts of Aboriginal and/or Torres Strait Islander
           children from the Longitudinal Study of Indigenous Children

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      Authors: Jacob Prehn; Huw Peacock, Michael Andre Guerzoni
      Pages: 186 - 195
      Abstract: Self-concept is recognised as useful in facilitating understanding of the development of resilience, academic achievement and social and emotional maturity in children. This framework is valuable for studying minorities such as Indigenous children, for who a positive self-concept is a means of bolstering resilience and mitigating the inherited structural disadvantages of colonisation. This paper aims to understand the academic self-concept of Indigenous children in Australia through analysis of univariate, bivariate and multivariate data of Indigenous children aged 9.5–11 years from the Longitudinal Study of Indigenous Children Wave's 7 K Cohort. Results show overall positive levels of Indigenous children's self-perception at school. Further, factors such as level of relative isolation, teacher perception, peer relationships, feedback from mother and contact with community leaders and Elders is positively associated with Indigenous children's schooling mathematic and reading self-concepts. Ensuring that Indigenous students are supported by community, peers and parents, immersed in their culture and are recognised and supported by their teachers can alleviate the undesirable effects that structural inequalities may have on their academic self-concept.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.26
      Issue No: Vol. 50, No. 1 (2021)
       
  • The importance of Aboriginal Education Workers for decolonising and
           promoting culture in primary schools: an analysis of the longitudinal
           study of Indigenous children (LSIC)

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      Authors: Huw Peacock; Jacob Prehn
      Pages: 196 - 202
      Abstract: Aboriginal Education Workers (AEWs) are utilised by primary and secondary schools to improve components of success for Aboriginal students, liaise with their families and the Aboriginal community and contribute to developing and promoting an Aboriginal pedagogy. Despite the challenging role of decolonising the school environment, the important work undertaken by AEWs can be misunderstood and underappreciated by the Western school system. This paper aims to measure the influence of AEWs on Aboriginal culture within schools using quantitative data from Wave 7K Cohort of the Longitudinal Study of Indigenous Children. Results show that there is a positive impact on Aboriginal culture within schools through having an AEW present all or some of the time. For Aboriginal children to grow up strong, employment of an AEW is important to decolonise the school environment and provide a holistic education.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2019.13
      Issue No: Vol. 50, No. 1 (2021)
       
  • Disrupting normalised discourses: ways of knowing, being and doing
           cultural competence

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      Authors: Karen Sinclair
      Pages: 203 - 211
      Abstract: The concept of cultural competence is a multifaceted construct that requires careful consideration as it raises questions as to whose ‘truth’ is being advocated. This paper draws on findings from a qualitative study which used an indigenous methodology of yarning to investigate early childhood educators’ understandings and perspectives of cultural competence. Adopting a poststructuralist approach to grounded theory, data were analysed to identify themes that reflected educators’ understandings and perspectives. This paper presents a snapshot of these themes along with a framework of positioning self in relationship to ways of knowing, being and doing cultural competence. I conclude by suggesting that this framework can provide opportunity for educators to disrupt normalised discourses and re-conceptualise cultural competence.
      PubDate: 2021-08-01T00:00:00.000Z
      DOI: 10.1017/jie.2018.23
      Issue No: Vol. 50, No. 1 (2021)
       
 
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