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- W76589049 abstract "The structure of Australian mainstream education and the associated pedagogy has long been criticised for its failure to deliver equitable opportunities for Indigenous students. This thesis presents a theoretical case offering Indigenous Australians the possibility of a more socioculturally appropriate educational alternative to the current structure of mainstream education. The multi-age philosophy is realised within a holistic community-based school environment and through the adoption of a holistic contextual pedagogy that offers combinations and choices in content, learning approaches and social structure. Within the juxtaposition of these fields, varying Indigenous worldviews, which place importance on such elements as community, family, independence, responsibility, reciprocity, and a cyclic time frame, can exist and be nurtured. The thesis makes connections between social constructivist learning theory, educational forms and everyday practice within the scope of the topic. It shows the manner in which the complex interactions of theory and practice have shaped the historical and cultural character of each, and how these interactions have affected and influenced the participation of Indigenous Australians in education. Exploration will be based on two statements: firstly, that the multi-age approach to teaching and learning is inclusive of, and caters for, difference by providing flexible and varying approaches to pedagogy, and secondly, that this inclusive framework encompasses approaches that appear consistent with Indigenous views on teaching and learning. I propose that within the sharing nature of the multi-age philosophy there exists the opportunity for all stakeholders to develop educational alternatives in which minority cultures are genuinely valued and politically assertive; that is, options that offer choice. The flexibility of the multi-age approach provides the capacity to not merely tolerate difference but include it as essential to the ideology of the school environment." @default.
- W76589049 created "2016-06-24" @default.
- W76589049 creator A5058348174 @default.
- W76589049 date "2020-04-08" @default.
- W76589049 modified "2023-10-16" @default.
- W76589049 title "The exploration of philosophical and pedagogical links between the multi-age and indigenous approaches to teaching and learning in Australian education" @default.
- W76589049 doi "https://doi.org/10.14264/uql.2020.464" @default.
- W76589049 hasPublicationYear "2020" @default.
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