From rhetoric to learning: Bridging the disconnect between policy and teaching practice around Aboriginal and Torres Strait Islander Australia in the Australian primary education system

Majon Williamson Kefu

Abstract


This paper will examine the need for strengthening the support mechanisms for learning about Aboriginal and Torres Strait Islander Australia in the Australian primary education system to support the implementation of existing education policies. While there is currently strong rhetorical commitment through educational policies and related supporting documents, these do not provide sufficient practical support of—or enable teachers to effectively teach—Aboriginal and Torres Strait Islander content or perspectives. It is essential that we recognise and address the obstacles that teachers must overcome in practice. Specifically, enhanced support to source appropriate high quality resources could help to address many of the issues encountered in the process of transforming educational policy to teaching practice.

Keywords


Aboriginal and Torres Strait Islander; primary education; teaching policy and practice

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DOI: http://dx.doi.org/10.1344/co201824&25260-273

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