This paper presents an educational paradigm, which focuses attention on academic achievement for Indigenous students. The paradigm is the result of an educator’s Indigenous perspective, curiosity as a PhD student, and over 20 years of practical experience, spanning all of the sectors: Early Childhood; Primary; Secondary and Tertiary. Educational corner stones, (Feedback, Subject Content Knowledge, and Relationship Building), are used in conjunction with Hattie’s (2003) expert teacher traits to reconsider best practice as it applies to improving Indigenous educational outcomes. Although dated, further analysis of Hattie’s expert teacher characteristics, and practical application within the framework of the outlined ‘corner stones’, can be used to connect Indigenous Knowledge (IK) with the westernised Australian education system. This reimagining highlights the importance of IK for effectively engaging Indigenous students in education. Karen Martin’s (2003) definition of IK is a foundation publication, and provides the definition of IK for the purposes of this paper.
|Title of host publication||Changes and challenges|
|Subtitle of host publication||The power of education to build the world to which we aspire|
|Place of Publication||Victoria|
|Publisher||Australian College of Educators|
|Number of pages||6|
|Publication status||Published - 2016|
|Event||Australian College of Educators National Conference (ACE 2016): Challenges and changes: The power of education to build the world to which we aspire - Sydney, Australia|
Duration: 26 Sep 2016 → 27 Sep 2016
Conference number: 2016
|Conference||Australian College of Educators National Conference (ACE 2016)|
|Period||26/09/16 → 27/09/16|
Woodroffe, T. (2016). Creating the ideal classroom environment to ensure success for Indigenous students. In K. Ikin (Ed.), Changes and challenges: The power of education to build the world to which we aspire (pp. 86-91). Australian College of Educators.