A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students

Burgess, Cathie, Tennent, Christine, Vass, Greg, Guenther, John, Lowe, Kevin and Moodie, Nikki (2019) A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students. The Australian Educational Researcher, 42. pp. 297-318.

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Abstract

This review analyses studies that identify pedagogies to support, engage and
improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus
on pedagogies to support and engage, while others describe pedagogies that are
designed to improve engagement, attendance and academic skills. The role of context
emerges as a key theme, particularly in remote areas. In larger studies, Aboriginal
students are often a subset of a larger student group, included because of socioeconomic
status and achievement levels. Key findings indicate a disconnect between
practice and outcomes where links to improved outcomes are by implication rather
than evidence. Further, definitions and detail about pedagogies are mostly absent,
relying on ‘common understandings’ of what pedagogy means. This review highlights
that most of the research identifies effective pedagogies to engage and support
Aboriginal students rather than to improve their educational outcomes.

Item Type: Article
Keywords: Pedagogy · Aboriginal education · Indigenous · Systematic review · Teaching
Field of Research: 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
16 Studies in Human Society > 1699 Other Studies in Human Society > 169902 Studies of Aboriginal and Torres Strait Islander Society
Subjects: L Education > L Education (General)
Research Collaboration Area: Education
Date Deposited: 30 Jan 2020 02:20
Last Modified: 30 Jan 2020 02:20
URI: http://eprints.batchelor.edu.au/id/eprint/622

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