Abstract

The issue of low graduation rates among Indigenous learners transcends borders. Some argue that racism and discrimination in schools and in wider society impede the success of Indigenous learners. Although teachers may not intend to make discriminatory decisions based on a learner's ascribed characteristics, research has demonstrated that teachers are capable of making biased decisions that deny opportunities to Indigenous learners. After reflecting upon current debates regarding effective educational strategies for diversity and Indigenous learners, the author contends that courses directed towards best practices for Indigenous learners in the classroom may be less beneficial than developing teachers' overall critical consciousness-raising and self-awareness abilities. The author presents what the literature reveals regarding various educational methods, practices, and epistemologies that have been successfully shared across disciplines in order to create more effective teachers and more responsive learners.

Details

Title
Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement
Author
Riley, Tasha
Pages
144-153
Section
Articles
Publication year
2014
Publication date
2014
Publisher
Aboriginal and Torres Strait Islander Studies Unit
ISSN
13260111
e-ISSN
20497784
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2743733167
Copyright
© 2014. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.