AbstractMy thesis really reflects the current stage of my thinking and understanding in my long journey through two parallel systems of education - Warlpale and Arrernte. My research for this thesis has brought me to a way of thinking about these two systems together but with the Arrernte way of teaching and learning central and powerful throughout. This is not to be confused with 'bothways' education where from my experience the Warlpale way is still the core of the teaching and learning.
My thesis tells of my journey towards this new understanding. I have drawn, as fully as I am allowed, on my Anpernirrentye and the spiritual knowledge and Altyerrenge stories that arises from my Arrernte country. From this knowledge base I observed and reflected on the pedagogical practices of Arrernte women Elders during our significant women's ceremonies on country. I then analysed these practices using my Arrernte knowledge of the Anpernirrentye to identify Arrernte women's pedagogy in terms of principles, curriculum development and teaching and learning practices.
These Arrernte education principles, curriculum development and teaching and learning practices together make up Ayeye Ileme Ingketeme-Akerte, 'following the cultural footsteps of our Elders'. I have identified nineteen teaching and learning practices through which the Arrernte women's pedagogy can be adopted and adapted to the classrooms of Arrernte community schools. If this were to happen, with the support of Arrernte teachers, parents and Elders, Arrernte children would be in culturally safe teaching and learning environments, and environments in which they would stay strong in Arrernte way while learning without confusion Warlpale curriculum.
|Date of Award||Mar 2016|
|Supervisor||John Henry (Supervisor)|