You are on page 1of 10

Nathan Gardiner 18037454

Assignment 2: Critical Analysis of Research

Introduction

Due to the increasing achievement gap and inequity in school outcomes between indigenous and
non-indigenous students alternative teaching and education measures are being discussed by
stakeholders at all levels of the education system. This can be noticeable when analysing
statistics from the COAG Reform Council (2013), indicating that Indigenous students perform
well below the educational standards in aspects of school enrolment, year 12 completion, literacy
results, attendance and they are more disengaged at school when compared to non-indigenous
students. In her article ‘Indigenous representation and alternative schooling: prioritising an
epistemology of relationality’, Keddie (2014) relates and investigates the significance of group
differentiation at a Queensland school on the basis of Indigenous representation and considers
how such differentiation/representation can be problematic in perpetuating cultural reductionism.

This article will be compared with Lewthwaite’s et al (2015) research which considers the
characteristics and practices needed to become an effective teacher in engaging and teaching
Aboriginal students as discussed with Aboriginal students and community members (primarily in
the Mount Isa area). Both research projects are based on qualitative research requiring
understanding (case study of school) and critical research (particular approaches to teaching).
Both articles will be compared throughout this paper discussing the main aspects and limitations.

Evaluation of article A which considers purpose, context, lit review, methodology, results,
conclusions

Purpose, Context and Literature Review

Before engaging in a critical analysis comparing two articles, each article needs to be evaluated
in terms of purpose, context, literature review, methodology, results, conclusions and important
themes. In her article Keddie (2014) notes that there are various types of alternative programmes
and schools which accommodate for students who are economically or culturally disadvantaged.
Most programmes are targeted to ‘at risk’ students to specifically address economic concerns.
There are however others which are targeted to cultural incentives to increase knowledge of a

1
Nathan Gardiner 18037454

particular identity group. For example, this alternative education revolution occurred in the
1980’s led by Maori communities in New Zealand (Hingangoroa Smith, 2003) who aimed to
address the loss of Maori culture, language and knowledge occurring in ‘mainstream’ education
facilities. The Maori groups identified and discussed the “community struggles for improved
educational opportunities and created a space of community autonomy and control towards
aligning educational and social experiences more closely with community and cultural
resources” (Hingangoroa Smith, 2003).

Keddie’s review of literature is very comprehensive as she also discusses some of the negative
aspects associated with alternative education and proposes many cases to support these ideas.
One such case is that of McNulty and Roseboro (2009, Pg. 412) who categorise alternative
education as a “stigmatised space” which corresponds to the “deviant” behaviour that is
associated with it. Another disadvantage discussed is the inappropriate placement of students
who are labelled as either behaviourally or mentally challenged into these alternative schools
(Graham, 2012).

Methodology

The basis of this article is a case study of the school ‘Indigo House’ involving qualitative
research including interviews with the schools ancillary staff, principal, board members and
students. The author also undertakes playground and classroom observations and an analysis of
the schools resources. The results in the article however, draw mainly on the interview answers
given by several of the schools elders and the Principal. The main interviewees have extensive
Indigenous backgrounds in education comprising activists, community educator for Indigenous
welfare and rights (Uncle A), mentor teacher and community role model (Aunty K). Other staff
members including Ms C (Principal) also have extensive experience in this field. The interview
questions were open or ‘loosely structured’ and the topics addressed included the schools
methods/strategies to support students and its purpose, as well as issues of disadvantage and
marginality.

2
Nathan Gardiner 18037454

Results

The results of this article that are expressed in the remarks made by the interviewees correlates to
the themes and topics expressed in the literature review. Throughout this process the Indigenous
staff expressed a common goal to ‘break the cycle’ of generational poverty and the educational
achievement gap which is still strongly prevalent. Uncle A expressed that education is a vital key
in not only improving education but also other aspects of life, including self-respect,
independence (financially and socially) and self-determination. Two similar comments were
articulated by both Uncle A and Aunty G about the inadequacy of traditional schooling
environments.

That “it’s not only for Aboriginal and Torres Strait Islander kids but also the white kids in
schools” (Keddie 2014) who seem to struggle with needs unmet in many aspects due to the way
schooling environments are structured. Supported by literature (Castagno and Brayboy 2008;
Luke 2009) Ms C (Principal) expressed the lack of capacity in mainstream teachers to
acknowledge and understand a student’s home life as a catalyst for negative behaviours. As
children who live in turbulent household environments find it very difficult to engage at school
let alone go to school.

All staff members agreed in the creation of an inclusive environment in aspects of teaching,
leadership and ancillary staff. Keddie (2014) discusses the negative connotations which may
arise about Indigo House where “static or reductionist understandings of culture can delimit who
can know and speak about Indigenous issues”. This statement warns the reader into why others
(theorists such as McConaghy, 2000) may question such an institution as Indigo House without
further investigation. This is why in the following paragraphs of the article it is noted that Ms C
reasons that just because an individual is not Indigenous doesn’t mean they cannot show
leadership.

Conclusions

The issues associated with Indigenous educational disadvantages are very complex and need
specific attention with institutions such as the Indigo House as expressed by many of the school
staff members. It is clear that mainstream school environments can have difficulties coping with

3
Nathan Gardiner 18037454

students who have specific needs. Once these needs are met schools can increase positive
experiences for students and attendance rates. Many schools avoid or disregard the need to
address these concerns and often assimilate Indigenous students into non-indigenous societies
and cultures. Although there are some negative connotations associated with Indigo House,
alternative schooling such as this facility can enhance connection, sharing and belonging
“necessary in beginning to reconcile the gravity of Indigenous disadvantage” (Keddie, 2014).

Evaluation of article B which considers purpose, context, literature review, methodology, results,
conclusions – comparing/contrasting with Article A throughout; including any key themes that
you identified

Purpose and Context

Similar to the article written by Keddie (2014), the Lewthwaite et al (2015) research draws upon
the issue of addressing the need to improve teaching and school standards in the education
system in relation to Indigenous students. As the first phase of a two-phase study, this article
investigates how to address the achievement gap between Indigenous and non-indigenous
students based on the catholic education system in Queensland (the first article also focuses on
Queensland). There is a difference between the two articles as Keddie’s (2014) focuses on the
developments of the whole school in terms of teaching practice, motives and student
interaction/behaviour whereas Lewthwaite et al (2015) focuses on the community’s perspective
of enacted practice at a classroom level and the opinions on the characteristics of effective
teachers.

Literature Review

It is important for researchers to examine what others have found in the focus area to gain
insights into appropriate methods, questions and other factors of their analysis (Hittleman &
Simon, 2006). Lewthwaite et al (2015) examines two internationally based projects. The first in
New Zealand (Bishop, 2003) which investigates how and why teachers can implement (or
continue to implement) aspects of community culture into the classroom environment as
suggested by Maori students and the second based in Canada (Lewthwaite, 2007) which focuses

4
Nathan Gardiner 18037454

“on students and their community’s ability to communicate their perceptions of what influences
their learning”.

Lewthwaite (2007) also proposes the ways in which classroom practices can ease the transition
for students between home and school life. Both of these articles are closely linked with the
Lewthwaite et al (2015) article in terms of goals and methodology, however they are not based in
Australia which makes it difficult to relate in terms of culture specifically (there are a number of
cultural practices which can affect how a teacher may develop their practice) and context. This
limitation is important to note as Keddie (2014) also provides a thorough investigation
throughout her literature review in terms of positives and negatives.

Methodology and Results

The two articles in question utilised very similar methodologies (qualitative) which were semi-
structured interviews with questions based on teaching experiences and processes of student
learning. Based on participatory action research/planning by Kemmis and McTaggart (1988),
the Lewthwaite et al (2015) article draws upon the statements made by elders, parents, students
and university researchers. Similar comments found between participants were identified using
open coding and categorising into seven themes. These themes were based around concepts such
as cultural identity, history with education, holistic focus and dialogic environment.

Results found that students and parents identified unique changes for teachers to improve their
practice. For example, when addressing complex ideas or concepts, teachers should under-talk
rather than over-talk (use less formal technical terminology) and use story telling or home
language so that students can gather more of an idea themselves about the content being studied.
There are similar themes between the students of Lewthwaite et al (2015) article and Aunty G
and other staff members in Keddie’s (2014) article. These themes are correlated with how a
schooling environment should be and these include ‘connection’,’ sharing’, ‘belonging’
(Keddie, 2014) with ‘welcome’, ‘relationship’ and ‘care’ (Lewthwaite et al, 2015).

5
Nathan Gardiner 18037454

Conclusions

Lewthwaite et al (2015) believes that teachers should work more closely to their surrounding
peers (teachers, students and elders) and “at a deeper level drawing into consideration the need
for a responsive pedagogy that shows an understanding of culture in its many manifestations,
especially its history and how history perpetuates and manifests in the student-teacher interface
in classrooms today”. This quote supports Keddie’s (2014) ideas by easing the transition for
students between home life and school.

By doing this teachers and staff members will see more participation in school and higher levels
of engagement which will in turn lessen the educational gap and disadvantage among Indigenous
students. The second phase of the Lewthwaite et al (2015) research will be to use these oral
narrative accounts to engage teachers in reconsidering their teaching practices. By initiating
change of practice, schools can become, according to Noddings (1996, 2002) more responsive
(as they are obliged to do) responding to legitimate expressed concerns of the community.

Gaps, limitations, oversights or general issues with the analysis

There are many ways in which an article can be investigated and evaluated. One such method is
C.R.A.P. which stands for Currency, Reliability, Authority and Purpose/point of view. Both of
the articles being analysed in this paper are do have some gaps and limitations. Firstly both
literature reviews focus on international studies only (Keddie’s on New Zealand and
Lewthwaite’s on New Zealand and Canada). This can be seen as a limitation because both the
articles are in an Australian context and therefore not an exact match when comparing cultures
and other educational backgrounds.

For investigating adaptations needed in non-indigenous school based teaching practices, Keddie
(2014) and Lewthwaite et al (2015) needed to compare both (mostly) Indigenous (populated)
schools and non-indigenous schools. Both authors (more so in the case of Indigo House studied
by Keddie, 2014) investigated schools which were mostly Indigenous populated therefore it is
hard to relate to any other areas besides Indigenous when putting into these educational
developments such as effective teaching practice.

6
Nathan Gardiner 18037454

In relation to this point Keddie (2014) has however, critiqued her own work in expressing that
there are concerns when other researchers investigate this paper. She points out that because
most of the staff at Indigo House are Indigenous, this does not mean that schools like this need to
have all staff that are Indigenous in order to be effective. She points out that the Principal states
“just because a person is Indigenous doesn’t mean they are going to lead the team well” (Keddie,
2014).

Conclusion

Both research articles have contributed significantly into the understanding of characteristics
needed for teachers and schools to appropriately address the needs of Indigenous students. Even
though there are limitations to both of these articles they are very thorough in every aspect
including the purpose, context, literature review, methodology, results, conclusions and other
themes. By comparing and contrasting both of these articles researchers can “at a deeper level
draw into consideration the need for a responsive pedagogy that shows an understanding of
culture in its many manifestations, especially its history and how history perpetuates and
manifests in the student-teacher interface in classrooms today” (Lewthwaite et al, 2015).

Note: If some extracts are highlighted with “submitted to university” this is because I have used
some information from my own previous essays.

7
Nathan Gardiner 18037454

References

Bishop, R. (2003). Changing power relations in education: Kaupapa Maori messages for
‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 21-
238. http://dx.doi.org/10.1080/03050060302555

Castagno, A.E., & Brayboy, B. (2008). Culturally responsive schooling for Indigenous youth: A
review of the literature. Review of Educational Research 78, no. 4: 941–93.

COAG Reform Council. (2013). Indigenous reform 2011–12: comparing performance across
Australia. Report to the Council of Australian Governments. Sydney: COAG Reform
Council. Retrieved from
https://www.coagreformcouncil.gov.au/reports/indigenousreform/indigenous-reform-
2011-12-comparingperformance-across-australia

Graham, L. (2012). Disproportionate over-representation of Indigenous students in New South


Wales government special schools. Cambridge Journal of Education 42, no. 2: 163–76.

Hingangaroa Smith, G. (2003). Indigenous struggle for the transformation of education and
schooling, keynote address to the Alaskan Federation of Natives Convention, Anchorage,
Alaska, October, 2003.

Hittleman, D., & Simon, A. (2006). Interpreting educational research: An introduction for
consumers of research. Upper Saddle River, NJ: Pearson.

Keddie, A. (2014) Indigenous representation and alternative schooling: prioritising an


epistemology of relationality. International Journal of Inclusive Education, 18:1, 55-71,

8
Nathan Gardiner 18037454

DOI: 10.1080/13603116.2012.756949

Kemmis, S., & McTaggart, R. (1988). The Action research planner (3rd ed). Deakin University :
distributed by Deakin University Press, Waurn Ponds, Vic.

Lewthwaite, B. E. (2007). From school in community to a community-based school: The journey


of an Aboriginal principal. Canadian Journal of Educational Administration and Policy,
64, 1-23.

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G.,
Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a pedagogy of difference:
What aboriginal students and their parents in north Queensland say about teaching and
their learning. Australian Journal of Teacher Education, 40(5).
http://dx.doi.org/10.14221/ajte.2015v40n5.8

Luke, A. (2009). On Indigenous education. Teaching Education 20, no. 1: 1–5.

McConaghy, C. (2000). Rethinking Indigenous education: Culturalism, colonialism, and the


politics of knowing. Flaxton: Post Pressed.

McNulty, C., & Roseboro, D. (2009). I’m not really that bad: Alternative school students,

Noddings, N. (1996). Caregiving: Readings in knowledge, practice, ethics, and politics (pp. 21-
39). Philadelphia, PA: University of Pennsylvania Press.

9
Nathan Gardiner 18037454

Noddings, N. (2002). Educating moral people. New York: Teachers College Press. stigma, and
identity politics. Equity & Excellence in Education 42, no. 4: 412–27.

10

You might also like