Assignment 2: Critical Analysis of Research

Researching Teaching and Learning 1

Unit: 102096

Unit Coordinator: DR. JACQUELINE ULLMAN

Prepared by Matthew Doyle, 16347801

For Western Sydney University

May 2016

1
The school classroom can be a complex environment. Our classrooms are a nexus point for many
cultures and social values that exist in our communities, and for educators meeting both the cultural
and learning needs of students is a daily challenge. This situation is mirrored for students in the sense
that each student should feel valued in terms of self, and what they bring to the classroom, from their
own culture and habitus.

This is particularly pertinent for indigenous learners living in a post-colonial society attending
mainstream schools. There are fundamental questions regarding how well our schools are valuing
indigenous identity in the curriculum, and in the classroom, while preserving indigenous traditions and
culture as a whole. Further to interpreting the curriculum (Australian Curriculum 2013) there are
broader questions as to the relative meaning of what constitutes success in an educational context.
The conventional view of success is strongly akin to that of academic achievement, though this
interpretation may have limited value for learners who feel they are underrepresented in terms of
their culture and identity. This can be explained using Maslows hierarchy of needs model (Marsh,
Clarke & Pittaway, 2014, p.43), whereby self-esteem needs precede the need for academic
accomplishment. Indigenous underachievement is evident in an Australian context where indigenous
learners achieve lower than non-indigenous counterparts (Amosa et al. 2007). This is currently the
focus of Australian government policy of which the aim is to significantly improve indigenous academic
outcomes over a 10 year period, since 2008. The aptly named Closing the Gap agreement is now
embedded within a national education strategy for aboriginal and Torres Straight Islanders
(Government 2015).

Prior to this strategy, members of the Australian indigenous community were already exploring
alternatives to the main stream educational model. A case study of an alternative indigenous school in
Queensland Australia (Keddie 2012) sought to explore the potential for better meeting the educational
needs of indigenous learners, through indigenous led schooling. This essay will compare this case study
against a similar themed study into the contemporary educational needs of First Nations people living
in remote Ontario, Canada (Agbo 2011). Similarities can be drawn between the studies in terms of
themes of indigenous schooling, indigenous representation and identity, education in a post-colonial
state, and questions of cultural assimilation, which can then inform implications for teaching practice.
The research design of these studies will be contrasted and findings compared herein.

When considering research papers the literature reviewed by the researcher can provide insight into
the rationale for their undertaking the study. Additionally the Litreview can reveal the scope of
preliminary investigation undertaken by the researcher to inform their research questions. Hittleman
and Simon (1997, p.93) discuss the purpose of research in that it may seek to extend knowledge,
change or revise existing knowledge, or replicate a study previously done. Both of the studies
conducted by Keddie (2012) and Agbo (2011) are looking to extend knowledge with regard to
contemporary indigenous education, and ask what values do indigenous people place upon this and
what are their viewpoints. Also what educational model is going to be best going forward? Keddie
(2012) has conducted an extensive review of literature on indigenous disadvantage, education and
sociological writings which deeply inform her research stance. Also connections with the issue have
been made on a global scale which strengthen the need for research, since this is not a problem in
isolation. The Keddie (2012) Litreview also makes reference to the self-led Maori education revolution
of the 1980s which reinforce the context, however balance in the literature is presented, in that

2
problems with alternative school models are discussed (p.57-58). Agbo (2011) provides a Litreview that
is brief in comparison to the work of Keddie (2012), and is less convincing given the frequent number
of times the author references their own prior work. However the topic of the article is sufficiently
introduced and theoretical background for the research is provided, and the author makes good
reference back to the literature during their closing discussion.

An additional factor in evaluating research papers is looking to see if the researcher has identified their
background and or institutional affiliation, as discussed by McMillan (1996, p.306). This is important
to establish, as the views of the researcher can lead to researcher bias which would influence the
interpretation of any results. Researchers should state their position to avoid this. Both Keddie (2012)
and Agbo (2011) are transparent in this regard, whereby Keddie identifies as a research fellow with
the University of Queensland (p.69), and Agbo identifies with the faculty of education, Lakehead
University Ontario (p.362).

The methodology used in both of these studies represents qualitative research. Qualitative research
makes little use of numerical data, instead relies largely on interviews with participants, and also the
researchers observations and interpretation (Gall, Gall & Borg 2015, p.13).

Keddie (2012) employed three lines of enquiry which were, interviews with school staff and students,
observations in the playground and classroom, and also an analysis of school documents. This allowed
for the data to be triangulated in that findings can be confirmed or discrepancies identified (Gall et al,
2015, p.253). Triangulation is good practice in research and adds to the credibility of findings, which is
particularly important in qualitative research where the results are rather subjective. McMillan (1996,
p.307) emphasises the importance of using multiple methods of data collection, to enhance the
strength of the evidence and credibility of the findings through triangulation. Observations in
qualitative research is typical, and while neither researcher makes specific reference to field notes,
these are necessary for researchers when recording observations. Mulhall (2003) highlights the value
of field notes during unstructured observations with particular regard to nursing research from which
parallel importance can be made to educational research.

Keddie (2012) utilised a semi structured interview method, Interviews were loosely structured
(p.62) in order to stimulate discussion with the participants. This is appropriate in the sense that a
structured interview may have limited the nature of the responses given, and stifled the voice of the
participants. Agbo (2011) also utilised interview data, which was drawn from a larger study which
sought to explore the relationship between First Nations culture and Eurocentric education.
(p.334). It appears that Agbo was not the empirical source, but rather was piecing together statements
to inform his research questions. This becomes more apparent since the methodology provided isnt
specific and instead debates the usefulness of participatory research (p.337). However the
interpretation by Agbo therein remains objective.

The sample size for a qualitative study is typically less than that of a quantitative study. Keddie (2012)
does not provide specific numbers regarding sample size which may have been useful to know.
However very clear rationale has been provided for the selection of the interviewees, and the
importance of each within the school environment. Keddie was selective in choosing key people such
as Uncle A, Aunty G, Aunty K and Ms C (p.61). This is important as qualitative researchers need to
spend significant time with each participant, so the choice thereof is paramount. McMillan (1996,
p.306) discusses this point and argues against taking a superficial approach. Agbo (2011) also selected

3
an appropriate and balanced grouping of participant statements from Euro-Canadian teachers,
parents, and First Nations and community elders from which to inform the study.

Researchers who identify limitations of their study can add credibility and also extend opportunity for
further investigation. Keddie (2012, p.59) identifies limitations in the research which were outside the
immediate scope of the study, in that detail pertaining to classroom pedagogy is not discussed since it
was the voices and opinions of the school elders which were sought after. However detailed
connections to related literature have been made in extension to the Litreview, which help further
inform the reader. Agbo (2011) does not explicitly identify limitations of the study, though does allude
to challenges relating to being a university-based researcher (p.338) which goes some way to
explain the secondary data use.

Researchers should also provide an explanation of how the study will be interpreted. The theoretical
frameworks used should be explained as these will impact upon how the results are interpreted
(McMillan 1996, p.306). Keddie (2012, p.62) clearly describes the framework used to interpret the data
and draws particular reference to the work of McConaghy (2000) as this perspective is most significant
in framing the perspective used by Keddie. Agbo (2011) also makes reference to the frameworks that
will be used, and describes relevant sociological approaches. For example a colonisation lens is used,
responsibilities of the Canadian government inherited from the Crown as a part of Confederation.
(p.335). Also noted is the work of Paulo Freire to emphasise the importance of discussion (Freire cited
in Agbo, 2011, p.338). Agbo also extends credibility by providing a summary of the schools and
communities in the study as these may influence the findings.

Researchers should present their results in a way that allows the reader to inform their own
judgement, and also to clearly see how the researcher derived their findings. Gal et al. (2015) refer to
this as a thick description that gives a thorough sense of how individuals responded (p.254), in
the form of specific information such as quotes. McMillan (1996) accentuates this point in stating that
Descriptions should be separate from interpretations. (p.306). Both Keddie (2012) and Agbo (2011)
manage to both provide numerous quotations from interviews in their papers. Also each author then
keeps their interpretation separate from their description, and then builds upon the discussion by
linking to related research throughout, and again introducing another quotation to continue the cycle.
This allows the reader to follow the logic of the discussion while a transparent objectivity of the
researchers own interpretation is maintained. Agbo (2011) maintains a balanced discussion by
including a statistical outlier, i.e. the view of a 73 year old man is not representative of other views
expressed by elders (p.344), this further allows the reader to see the objectivity of the author.

The findings and conclusions drawn in both articles are somewhat different, however a common
parallel can be drawn in that both articles which identify the need for a more culturally sensitive
approach to education for indigenous students. This has obvious implications for teachers and would
require adjustments to the curriculum and also classroom pedagogy to become more culturally
responsive and inclusive toward indigenous culture. Agbo (2011) discusses this with particular
reference to the need to adopt a culturally relevant curriculum which takes a bi-cultural (p.356)
approach. Whereby First Nations people maintain and celebrate their cultural identity, yet
simultaneously develop skills necessary to be proficient to make a living in modern Canada. In
developing this dual proficiency First Nations people would retain the ability to be self-determinate in
their futures. Another important aspect stated is that the new curriculum would need to abandon the

4
Eurocentric notion of excellence (p.357) with a focus on equity rather than a euro academic
perspective.

Keddie (2012) argues the need for indigenous-led schooling as an alternative to the mainstream school
system. She argues that it is important to not trivialise indigenous identity, and that the inadequacies
of the mainstream schooling model is not catering to the needs of indigenous students (p.69). One
way that Keddie argues the alternative model of schooling is better meeting the needs of indigenous
students is through providing a strong sense of belonging in the form of kinship, communities, social
connections and relationships (p.69). The elders interviewed often spoke of a disengaged state of being
(p.65) in the younger indigenous community which illustrates this sense of inadequacy. In providing a
sense of belonging through indigenous led schools, Keddie argues this will begin the process of
reconciling indigenous disadvantage.

Both cultures it seems are stating that maintaining their cultural identity is imperative, since there has
been a history of cultural assimilation in post-colonial state. Keddie refers to this as colonial legacy
of Australias assimilationist past (2011, p.66). Agbo also makes reference to this idea, The
Department of Indian Affairs established residential schools to assimilate Aboriginal people into the
mainstream Canadian society (Agbo cited in Agbo, 2011, p.335).Teachers can interpret this message
in the sense that the classroom is a place where cultural diversity is valued, not only for indigenous
people, but other diverse student cultures. Teachers should avoid taking a homogenous approach to
diversity which would perpetuate the model of assimilation previously described. Of particular
importance is a knowing of student habitus, how cultural values and home life can be valued and
respected in the classroom. This relates clearly to the Professional Teaching standards where teachers
are required to know their students and how they learn (BOSTES 2015). Both these studies clearly
inform the need for teachers to ensure that culturally responsive teaching be deeply embedded within
everyday pedagogy.

5
References

Agbo, SA 2011, 'Conformity and rationality in Indigenous schooling: The education situation on First
Nations reserves', Interchange, vol. 42, no. 4, pp. 333-62.

Amosa, W, Ladwig, J, Griffiths, T & Gore, J 2007, 'Equity effects of quality teaching: Closing the gap',
in Proceedings Australian association for research in education conference, p. 13.

Australian Curriculum, AaRA 2013, ACARA, viewed 06-03-2016 2016,

<http://www.acara.edu.au/verve/_resources/Changes_to_the_F-
10_Australian_Curriculum.pdf>.

BOSTES 2015, 'Australian Professional Standards for Teachers', p. 27, viewed 03-03-2016,
<http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/>.

E Council 2015, National Aboriginal and Torres Strait Islander Education Strategy 2015, by
Government, A.

Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Applying educational research: how to read, do, and use
research to solve problems of practice (Custom edition. ed.): Sydney, N.S.W.: Pearson, 2015.

Hittleman, D. R., & Simon, A. J. (1997). Interpreting educational research: An introduction for
consumers of research: ERIC.

Keddie, A 2012, 'Indigenous representation and alternative schooling: Prioritising an epistemology of

relationality', International Journal of Inclusive Education, vol. 18, no. 1, pp. 55-71.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher/Maggie Clarke, Sharon
Pittaway (6th ed.): Pearson Australia.

McConaghy, C. (2000). Rethinking Indigenous education: Culturalism, colonialism and the politics of
knowing: Post Pressed Flaxton.

McMillan, J. H. (1996). Educational research: Fundamentals for the consumer: ERIC.

Mulhall, A. (2003). In the field: notes on observation in qualitative research. Journal of advanced
nursing, 41(3), 306-313.