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Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively

Published online by Cambridge University Press:  17 June 2020

Karen D'Aietti ,
Brian Lewthwaite  and
Philemon Chigeza
Karen D'Aietti*
Affiliation:
Cairns School of Distance Education, PO Box 7092, CairnsQld 4870, Australia
Brian Lewthwaite
Affiliation:
College of Arts, Society & Education, James Cook University, CairnsQLD 4870, Australia
Philemon Chigeza
Affiliation:
College of Arts, Society & Education, James Cook University, CairnsQLD 4870, Australia
*
Author for correspondence: Karen D'Aietti, E-mail: kdaie1@eq.edu.au
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Abstract

This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective journal, teacher observations, informal student dialogue sessions, yarning circles and student work samples, the first author (D'Aietti) endeavoured to adjust her teaching practice to determine how best to meet her learners' needs. Through on-going critical reflection, engagement with two critical friends and in consultation with a cultural mentorship group, her teaching underwent transformation. One of the key findings of this study was that students want to learn, and for this to occur, teachers must independently navigate the curriculum documents, and in doing so, the explicit instruction model must be re-aligned, re-adjusted and re-positioned to suit Torres Strait Islander student needs.

Keywords

Action researchculturally responsive pedagogyculturally responsive teachingexplicit instructionTorres Strait Islander
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 2 , December 2021 , pp. 312 - 319
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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