"Capitalising" on Community? Understanding and Critiquing Instrumentalist Approaches to Indigenous Schooling

Autor/in	Hardy, Ian
Titel	"Capitalising" on Community? Understanding and Critiquing Instrumentalist Approaches to Indigenous Schooling
Quelle	In: Oxford Review of Education, 42 (2016) 6, S.661-676 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2016.1203302
Schlagwörter	Criticism; Indigenous Populations; Social Capital; Cultural Capital; Educational Practices; Epistemology; Curriculum Development; Indigenous Knowledge; Teaching Methods; Interviews; Teacher Attitudes; Rural Schools; Cultural Awareness; Whites; National Curriculum; National Competency Tests; Foreign Countries; Teachers; Administrators; Australia + Suchen Sie Ihr Suchwort? Kritik; Sinti und Roma; Sozialkapital; Bildungspraxis; Erkenntnistheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Cultural identity; Kulturelle Identität; White; Weißer; Ausland; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This paper provides insights into non-Indigenous teachers' efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of "funds of knowledge", forms of capital as part of community cultural wealth, Critical Race Theory, and "whiteness" studies, the research explores and challenges how white teachers draw upon community as a form of "capital" to enable them to foster their students' learning. These efforts to "capitalise" on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators' ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the "official" curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers' efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01