NAPLAN, achievement gaps and embedding Indigenous perspectives in schooling: Disrupting the decolonial option
Vass, Greg & Chalmers, Gordon (2016) NAPLAN, achievement gaps and embedding Indigenous perspectives in schooling: Disrupting the decolonial option. In Lingard, Bob, Thompson, Greg, & Sellar, Sam (Eds.) National Testing in Schools: An Australian Assessment. Routledge (Taylor & Francis Group), Abingdon, Oxon New York, pp. 139-151.
In 2004, the Queensland State Government rolled out the Embedding Aboriginal and Torres Strait Islander Perspectives in Schooling (EATSIPS) program. The policy was relaunched in 2009. This initiative aimed to improve Indigenous student learning outcomes, improve relationships between schools and Indigenous communities, and to develop a deeper understanding and respect for traditional and contemporary Aboriginal and Torres Strait Islander cultures amongst all students (EATSIPS 2011: 13). We are interested in the social justice possibilities of EATSIPS and its potential contribution to Reconciliation between Indigenous and non-Indigenous Australia. We are also interested in whether schooling practices informed by EAT-SIPS could reflect decolonising opportunities. This point is illustrated by the fact that, from 2009, it was mandatory for all state-school teachers to undergo professional development in EATSIPS, and all state schools underwent an EATSIPS audit of their policy, curriculum and pedagogical practices...
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|Item Type:||Book Chapter|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law
Current > Schools > School of Law
|Deposited On:||21 Jan 2016 02:04|
|Last Modified:||20 Oct 2016 01:34|
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