Zachary Ryan 17468695

Introduction

Pedagogy is the art and science of teaching. It is a dynamic concept and must remain

current in order to maintain relevance and effectiveness. Educational research can be

utilised as a valuable instrument for improving pedagogy (Ullman, 2015). Lewthwaites’

et al., (2015) article on Indigenous student engagement can be used to explore the

relationship between research and pedagogy. Revisions made to Mariahs’ (2012)

PDHPE lesson plan demonstrate a practical example of how research improve

effective pedagogy.

Educational Issue

Students attendance and engagement in schools is critical for academic success

(McGregor & Mills, 2012). According to Gray & Partington (2012), Indigenous students

are more likely to exhibit behaviours of absenteeism and withdrawal than non-

Indigenous (Jones et al, 2016). Correspondingly, Indigenous students aged 20-24 are

30% less likely to have attained a Year 12 certificate or equivalent than a non-

Indigenous student (Australian Bureau of Statistics, 2011). Young people who

disengage from education are at a higher risk of experiencing poorer health outcomes,

limited employment opportunities and economic disadvantage (Ferfolja et al, 2015,

Shay, 2015). Mooney (2016) suggests that educators should understand the

importance of promoting cultural understanding to better engage students.

Zachary Ryan 17468695

Student engagement in school is critical to educational success. Students need to

acquire the skills and knowledge in education for successful transition into careers

and/or further study (Wang & Eccles, 2012, Upadyaya & Salmela-Aro, 2013). Aboriginal

people have historically been disregarded in the Australian education system (Jones et

al, 2016). Given the benefits of student engagement and the disadvantage of

Indigenous students in the education system, student engagement is pertinent in

challenging the marginalisation of Indigenous Australians (Lewthwaite et al, 2015).

Cross-subject Relevance

The educational relevance of Indigenous student engagement is reflected in policies of

the Australian education system (AITSL, 2013). The National Aboriginal and Torres

Strait Islander Education Strategy (2015) regards Indigenous engagement and

attendance as one of the focal points in their strategy to ‘close the gap’ (Department of

Education, 2016). Additionally, The What Works program (2012) proposes student

engagement as fundamental for effective student learning. Furthermore, Ockenden

(2014) highlights the importance of school engagement in achieving core academic

skills, including literacy and numeracy.

Zachary Ryan 17468695

Supporting Indigenous student engagement in PDHPE is key for their learning success.

The Australian cross-curriculum priorities work to address positive cultural identity for

Indigenous students and the recognition and respect of Indigenous culture for all

students (ACARA, 2014). Pedagogy is key in creating culturally sensitive learning

environments and fostering Indigenous student engagement. Teachers are able to

utilise educational research as a tool for improving pedagogical practice and effectively

engaging their students (Ullman, 2015). Introducing traditional Indigenous games is an

example of an effective teaching strategy to recognise and develop an understanding

of Aboriginal culture. Drawing on Indigenous customs and practices, through these

lessons could promote Indigenous students pride of their heritage, make learning

relevant and facilitating student engagement.

Critical Summary

Indigenous student engagement is investigated in the article “Seeking a pedagogy of

difference: What Aboriginal students and their parents in North Queensland say about

teaching and their learning”, by Lewthwaite et al., (2015). The purpose of the article is

to use the perspectives of Aboriginal students and community members to identify

specific teaching practices that influence Aboriginal student engagement and learning.

The article goes on to explore the effect of amended pedagogies based upon the
Zachary Ryan 17468695

community members’ assertions (Lewthwaite et al, 2015). Lewthwaite et al., (2015)

uses two international projects as platforms for this research. Like this article, both

studies are strongly reliant by the students and communities’ ability to articulate and

communicate what influences their learning. These authors assist schools and national

policy development through understanding the actions that cause or inhibit student

engagement and identifying effective teaching practices. Student voice is used as a

foundation to reconsider teachers’ orthodox practices and encourage ‘culturally

relevant pedagogy.’

The North Queensland Catholic Education initiative (2015) aims to respond to the

injustices in education that have traditionally marginalised Aboriginal students and

communities. ‘Culturally relevant pedagogy’ is a practical way to challenge and seek

change in existing social and political discourses that have historically disadvantage

Indigenous students. Lewthwaite et al., (2015) explores what ‘culturally relevant’

classroom environments and teacher practices may look like.

Participatory action research (PAR) is used to inform this project, suitable for its

potential to resolve problems of practice in the local contexts (Lewthwaite et al, 2015,

Ullman, 2015). To reduce potential bias and institutional discourses, participants and
Zachary Ryan 17468695

researchers were both Indigenous and non-Indigenous (Lampert, Burnett & Morse,

2015). The study employs a variety of data sources including students, teachers and

parents, to improve the “conformability and transferability in the findings” (Lewthwaite

et al, 2015, p.138).

Lewthwaite et al., (2015) uses open-ended, semi-structured interviews with individuals

and groups to gather qualitative data. Interviews aimed to gather emic perspectives in

teaching practices that assist learning, the characteristics of good teachers and

teaching and learning experiences in informal and formal contexts. Interviews were

audio-recorded and involved ‘abbreviated questions’ as tools to facilitate unrestricted

dialogue for participants (Lewthwaite et al, 2015).

The findings found students’ responses tended to be associated with teachers’

practice, whereas parents almost exclusively pertained to systemic issues in education

such as the products of post-colonialism and ‘deficit thinking’. Such thinking implies

that students’ background experience and cultural foundations are of limited

importance to promote learning. Regardless of intent, teachers’ beliefs about a

student are likely to be displayed in some perceptible way (Trouw, 1997). Examples of

teacher beliefs manifesting into actions were demonstrated by participants, whether

high or low expectations were communicated and how much time students were or

were not given in assistance. Deficit thinking ideologies such as Indigenous students

lacking intelligence, are closely related to elements of ‘culturally relevant pedagogy’

Zachary Ryan 17468695

and the focus on expectations.

Researchers analysed the data and identified factors that influenced student

engagement and characteristics of effective teaching. Results were presented in

‘themes’ evidenced with emic perspectives and additional research. This data

‘triangulation’ incorporated by the researchers, contributes to the studies exceptional

process validity (Ullman, 2015, p. 514). The researchers strongly support ‘culturally

responsive pedagogy’ as focal contributor to improving Indigenous student

engagement (Lewthwaite et al, 2015). The article delivers quality research in Indigenous

students’ school engagement and provides well-evidenced, realistic recommendations

to improve pedagogy in schools.

PDHPE Lesson Plan Revisions

In reflecting on the article by Lewthwaite et al., (2015), recommendations for Mariahs’

(2012) lesson plan will be developed through the framework of ‘culturally relevant’

pedagogy’. The PDHPE lesson involves students exploring and participating in

traditional Indigenous games. Student groups research and teach a chosen Indigenous

game to fellow class groups. The teacher assesses students on team cooperation and

their presentation. Several elements of ‘culturally relevant pedagogy’ are evident in this
Zachary Ryan 17468695

lesson plan however revisions can be made to better meet the learning needs of

Indigenous students.

An effective asset of Mariahs’ (2012) lesson plan is ‘power-sharing’ as a teaching

strategy (Bishop, Ladwig and Berryman, 2014). Students communicating their

Indigenous games to other groups, allows students the opportunity to act as teachers

and encourages collaboratively learning. Changing the power dynamics in the lesson

allows students additional opportunity to express their perspectives and promotes fluid

teacher/student relationships (Hynds et al, 2016, Ladson-billings, 1995). Lewthwaite et

al., (2015) found students most commonly mentioned the importance of relationships

and expectations, being fundamental for positive student-teacher interactions and

classroom environments.

A revision that may be made to Mariahs’ (2012) lesson plan is the teacher to include

themselves in the assessment, learning and teaching an Indigenous game to student

groups, and being assessed by students using the same criteria. Burger (2007)

suggests the teacher being seen as part of the ‘the team’ as an effective method of

supporting Indigenous learning. This revised lesson plan aligns with ‘culturally relevant

pedagogy’ as it provides the teacher with the basis for developing and/or maintaining

positive teacher/student relationships. Teachers can demonstrate their care for

students through verbal and non-verbal interactions, and pursuit of high expectations

(Lewthwaite et al, 2015).

Zachary Ryan 17468695

An area Mariah (2012) may lack in, is the communication of high-expectations for all

students. Lewthwaite et al., (2015) makes clear that expectations of students both in

behaviour and achievement should be clearly and repeatedly communicated to

students. Additionally, Students identified the importance of high expectations being

encouraged for student performance and behaviour (Lewthwaite et al, 2015). The

expression of high-expectations is a key element in ‘culturally responsive pedagogy’

and may be implemented in this lesson plan though informal dialogue. Berger’s (2007)

reflects on teacher expectations and positive learning environments for Indigenous

settings, suggesting teachers should maintain and reiterate high expectations for all

students to supporting learning (Lewthwaite et al, 2015).

Establishing lessons on the principle of warm expectation and reciprocity is effective

for student engagement and often mention in the Indigenous education literature

(Hudsmith 1992; Osborne, 1996) Mariah (2012) uses discussion as a strategy to

develop a culturally enriched learning environment. Recognising Indigenous culture

and the cultural significance of the games, facilitates a deeper and culture-based

understanding of the games rather than just a form of physical activity. This exercise

engages students with Indigenous relevance and closely relates to a ‘culturally relevant

curriculum’ promoted by Rajagopal (2011). This practice emphasizes the value of

Indigenous students’ cultural identity and shows respect for the Aboriginal

communities values and beliefs. The discussion activity works to build cultural bridges
Zachary Ryan 17468695

and facilitate learning (Lewthwaite et al, 2015). Self-reflection is another way to

facilitate learning.

Students are provided time in the lesson to self-reflect on the Indigenous games taught

and evaluate their learning experience. This is consistent with the recommendation,

“Students are to be provided time to gain mastery of skills, to reflect and to self-

assess” as a teaching practice to cause learning (Lewthwaite et al, 2015, p.152).

According to Ladson-Billings (1995) ‘Assessment must be multi-facet, incorporating

multiple forms of excellence.’ Lewthwaite et al., (2015) concurs stating ‘learning should

be assessed in a variety of ways’ (p.148). Mariahs’ (2012) lesson plan incorporates

informal and formal assessment strategies using observations and a marking rubric for

the summative assessment. The introduction of a diagnostic assessment may be

beneficial to recognise student learning progressions. Lewthwaite et al., (2015)

identifies celebrating learning success as a practice that causes learning.

Mariahs’ (2012) lesson plan effectively measures student progression through informal

and formal feedback. This is done formally on their assessments that have been

handed into the teacher, as well as by verbal feedback in an informal matter. This

practice is supported by the research article, recommending regular ‘constructive

feedback’ as students learn (Lewthwaite et al, 2015). Learners’ should be given

personal and timely feedback to support next steps in learning. However, as students

are assessed in groups, Mariah (2012) fails to provide individual feedback for students.
Zachary Ryan 17468695

“It was seen as vital that students were receiving individual attention and given

feedback and affirmation as they learned.” (Lewthwaite et al, 2015, p.148)

Conclusion

Based on research by (Lewthwaite et al, 2015) ‘culturally responsive pedagogy’ was

successfully used as a framework to revise Mariahs (2012) PDHPE lesson plan. The

interrelationship between research and pedagogy allows for more effective teaching

practices that can bridge the cultural gaps in schools and correspondingly improve

Indigenous student engagement.

Zachary Ryan 17468695

REFERENCES

Australian Bureau of Statistics. (2016, March). Schools, Australia (no. 4221.0).

Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4221.0

Australian Curriculum Assessment and Reporting Authority. (2011). Australian

curriculum. Retrieved from

http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-

and-torres-strait-islander-histories-and-cultures/pdf-documents

Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for
pedagogy: The Whanaungatanga thesis. American Educational Research
Journal, 51(1), 184-214.

Department of Education and Training. (2016) Indigenous schooling. Retrieved from

https://www.education.gov.au/indigenous-schooling

Department of Education. (2016). Aboriginal education. Retrieved from

http://www.det.wa.edu.au/aboriginaleducation/detcms/navigation/policies-and-

research/policy-directions/
Zachary Ryan 17468695

Ferfolja, T., Díaz, C. J., & Ullman, J. (2015). Understanding Sociological Theory for

Educational Practices. Cambridge University Press.

Gray, J. & Partington, G. (2012). Attendance and non-attendance at school. In Q.

Beresford, G. Partington & G. Gower (Eds.), Reform and resistance in Aboriginal
education: Fully revised edition (pp. 261- 303). Crawley, WA: UWA Publishing.

Howard, T. C. (2012) Culturally Responsive Pedagogy. Encyclopedia of Diversity in

Education. Thousand Oaks: Sage.

Hudsmith, S. (1992). Culturally responsive pedagogy in urban classrooms: how two

teachers of Aboriginal students cater for cultural differences and minimize
,
conflict. The Aboriginal Child at School, 20(3), 1-50.

Jones, T., Takayama, T., Posthausen, K., Carter, G., & Landrigan, B. (2016) Improving
Services to Aboriginal and Torres Strait Islander Students: A Critical Study.
Hauppauge: Nova Science Publishers, Inc.. Retrieved from
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4743939

Lampert, J., Burnett, B & Morse, K. (2015). Destabilising privilege: Disrupting deficit
thinking in white pre-service teachers on field experience in culturally diverse,
high-poverty schools. In T. Ferfolja, C. Jones Diaz & J. Ullman (Eds.),
Understanding sociological theory for educational practices (76-92). Port
Melbourne, VIC: Cambridge University Press.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465‐491.
http://dx.doi.org/10.3102/00028312032003465
Zachary Ryan 17468695

Laughter, J. (2013). Culturally relevant pedagogy. English Leadership Quarterly, 35(3),

1-2. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1282103148?accountid=36155

Ladwig and Gore. (2009). Quality teaching in NSW public schools.

Lewis, F. (2006) Indigenous students’ perceptions of a supportive primary school.

Flinders University.

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., La n, G.,
Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of
Difference: What Aboriginal Students and eir Parents in North Queensland Say
About Teaching and their Learning. Australian Journal of Teacher Education,
40(5).
h p://dx.doi.org/10.14221/ajte.2015v40n5.8

Mariah. (2012). Unit lesson plan. Retrieved from

https://cms.qut.edu.au/__data/assets/pdf_file/0011/387713/mariah-
assessment-plan.pdf

McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young
people. International Journal of Inclusive Education, 16(8), 843-862.

Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A. S. (2016). Cultural

perspectives on Indigenous and non-Indigenous Australian students' school

motivation and engagement. Contemporary Educational Psychology, 47, 11-23.

Ockenden, L. (2014). Positive learning environments for Indigenous children and young

people. Resource sheet no. 33. Produced by the Closing the Gap
Zachary Ryan 17468695

Clearinghouse. Canberra: Australian Institute of Health and Welfare &

Melbourne: Australian Institute of Family Studies.

Osborne, A. B. (1996). Practice into theory into practice: Culturally relevant pedagogy
for students we have marginalized and normalized. Anthropology and Education
Quarterly, 27(3), 285-314. http://dx.doi.org/10.1525/aeq.1996.27.3.04x0351m

Rajagopal, K. (2011). Create Success!: Unlocking the Potential of Urban Students.

ASCD.

Shay, M. (2015). The perceptions that shape us: Strengthening Indigenous young
people’s cultural identity in flexi school settings. In T. Ferfolja, C. J. Diaz & J.
Ullman (Eds.) Understanding sociological theory for educational practices (pp.
93-109). Port Melbourne, VIC: Cambridge University Press.

Trouw, N. (1997) Teacher expectations of minority students. In S. Harris and M. Malin

(eds) Aboriginal Education: historical, moral and practical tales. Darwin: Northern

Territory University Press.

Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in

association with academic success and well-being in varying social
contexts. European Psychologist.

Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive
engagement trajectories in school and their differential relations to educational
success. Journal of Research on Adolescence, 22, 31e39.
http://dx.doi.org/10.1111/ j.1532-7795.2011.00753.x

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and
academic engagement: A longitudinal study of school engagement using a
multidimensional perspective. Learning and Instruction, 28, 12-23.
Zachary Ryan 17468695

What Works. The Work Program. (2012). Success in remote schools: a research study

of eleven improving remote schools. Melbourne: National Curriculum Services.

Retrieved from

http://www.whatworks.edu.au/upload/1341805220784_file_SuccessinRemoteSc

hools2012.pdf
Zachary Ryan 17468695

APPENDIX

(A)