Chigeza, Philemon, and Whitehouse, Hilary (2011) "Double Whammy": where is space for Indigenous cultural resources in science classrooms? In: Williams, Greg, (ed.) Talking Back, Talking Forward: journey in transforming Indigenous educational practice. Charles Darwin University Press, Darwin, NT, Australia, pp. 107-116.

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Abstract

[Extract] Indigenous middle school students learning science negotiate complex knowledge fields and face many language challenges. A research study was conducted with forty four year 9 Torres Strait Islander (TSI) students; only 7 students were proficient enough in Standard Australian English (SAE) to fully demonstrate their conceptual understanding of the science concepts of energy and force. The study shows employing pedagogies that recognise and include cultural resources TSI students bring to the classroom is effective for engaging students. However, even when Indigenous students' cultural resources are partially applied in science classroom practice, there is little space within national and state science curricula and testing regimes to recognize such intercultural negotiations. The issue of standardized testing is that students' ability to reproduce understanding of concepts is dependent on their facility in SAE, disabling demonstration of some Indigenous students’ learning achievement in science.

Item ID:	21290
Item Type:	Book Chapter (Research - B1)
ISBN:	978-0-9808641-4-4
Keywords:	cultural resources, cultural dispositions, Creole, Indigenous students, intercultural negotiation, standard Australian English
Additional Information:	Selected Papers from the 6th International Conference on Indigenous Education: Pacific Rim
Date Deposited:	23 Apr 2012 05:29
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%
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