Ethnomathematics in resettled indigenous communities whose language and children were once alienated

Kay Owens

Resumen


Abstract

The Aboriginal Education Policy for an Australian State (New South Wales Department of Education and Training, 2008) requires partnerships and engagement with the local Aboriginal community. A case study of this policy in action was undertaken in a small rural city in the State.
This paper provides an analysis of the strategies by which schools participating in three programs aimed at improving Indigenous education. Through a Stronger Smarter Learning Community, Make It Count and 8-Ways projects, schools have been able to make significant changes in their schools’ ethos. Significantly, public education in this rural city has achieved results that reflect high expectations.

Interviews with principals, teachers, Aboriginal students and their community highlighted the increasing interaction between the Aboriginal parents and community and the schools, the increasing warmth and welcome extended both ways, and the impact that these approaches are having on curriculum, teaching and learning. The strategies, small steps, clear goals, respect and flexibility resulted in changes in learning mathematics. The analysis illustrates how the Stronger Smarter, Make it Count and 8-ways approaches facilitated changing teachers’ perceptions, skills, practices and curriculum and resulted in a culturally responsive, place-based mathematics curriculum.

Resumen

La política de educación aborigen para un estado australiano (New South Wales Department of Education and Training, 2008) requiere un compromiso y asociación con la comunidad aborigen local. Se realizó un estudio de caso de esta política en acción en una pequeña ciudad rural en el estado.
Este documento ofrece un análisis de las estrategias de las escuelas que participan en tres programas dirigidos a mejorar la educación indígena. A través de tres proyectos ─Stronger Smarter Learning Communities, Make It Count, 8-Ways─las escuelas han sido capaces de lograr cambios significativos. Significativamente, la educación pública en esta ciudad rural ha logrado resultados que reflejan las altas expectativas.

Entrevistas con directores, maestros, estudiantes aborígenes y su comunidad destacan la creciente interacción entre los padres aborígenes, comunidad y las escuelas, y bienvenida entre ellos y el impacto que están teniendo estos enfoques sobre currículo, enseñanza y aprendizaje. Las estrategias, pequeños pasos, metas claras, respeto y flexibilidad dieron lugar a cambios en el aprendizaje de las matemáticas. El análisis ilustra cómo los métodos de Stronger Smarter, Make It Count y 8-Ways hacen que los maestros cambien de percepción, habilidad, práctica, y currículo, cambios que resultan en unas matemáticas locales y culturalmente responsables.


Palabras clave


Australian Indigenous education; mathematics education; resettled Indigenous education; partnerships in education; place-based mathematics curriculum; transformative leadership; effective funding for Indigenous education

Texto completo:

TEXTO COMPLETO (English)

Referencias


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Revista Latinoamericana de Etnomatemática: perspectivas socioculturales de la Educación Matemática
e-ISSN: 2011-5474
Departamento de Matemáticas y Estadística- Universidad de Nariño
San Juan de Pasto- Colombia
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