Aboriginal and Torres Strait Islander frameworks:
A Mathematics course may incorporate many frameworks that will enable a deeper understanding and connectedness to the subtleties and complexities of the distinct Aboriginal and Torres Strait Islander cultures and identities.
The section below provides examples of Aboriginal and Torres Strait Islander frameworks developed and used by Indigenous people. They illustrate:
· how knowledge and knowing are integrated and holistic
· tools for supporting teachers in embedding Aboriginal and Torres Strait Islander ways of working into the curriculum.
Community engagement is the key to success in implementing these frameworks. Information presented as a flowchart about how to engage with local communities and how to access information on consultation protocols can be found on the Queensland Studies Authority (QSA) website at: www.qsa.qld.edu.au/3035.html
Holistic approach to Indigenous studies:
My Land My Tracks: A framework for the holistic approach to Indigenous studies was developed by Ernie Grant, Dijirabal/Djirrabal Elder and published by the Innisfail and District Education Centre. The holistic approach to learning promotes cross-cultural understanding.
education.qld.gov.au/schools/indigenous/services/cultural-local.html
Approaches: conceptual, holistic and spiralling:
The approaches outlined in the QSA Aboriginal and Torres Strait Islander Studies Handbook 2010 illustrate how knowledge and knowing are integrated and holistic. They are not an exhaustive set of strategies, but tools to gain further insight into how the worldviews of Aboriginal peoples and Torres Strait Islander peoples need to be and can be incorporated into the planning, design and delivery of teaching and learning. The approaches are outlined in detail in Section 4. www.qsa.qld.edu.au/8848.html#teaching
Indigenous inquiry skills:
Indigenous inquiry skills are used to explore knowledge uniquely associated with inquiry into and with Aboriginal communities and Torres Strait Islander communities. These skills are associated with:
· reciprocating knowledge
· deep listening
· reflecting and revisiting
· respectful interactions
· managing and recognising community protocols.
Indigenous principles such as community responsibility, lifelong learning, cross-generational resonance and revisiting inform the development of these skills. www.qsa.qld.edu.au/12798.html
8 Aboriginal Ways of Learning:
8 Aboriginal Ways of Learning is a framework involving narrative driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. 8ways.wikispaces.com
A Mathematics course may incorporate many frameworks that will enable a deeper understanding and connectedness to the subtleties and complexities of the distinct Aboriginal and Torres Strait Islander cultures and identities.
The section below provides examples of Aboriginal and Torres Strait Islander frameworks developed and used by Indigenous people. They illustrate:
· how knowledge and knowing are integrated and holistic
· tools for supporting teachers in embedding Aboriginal and Torres Strait Islander ways of working into the curriculum.
Community engagement is the key to success in implementing these frameworks. Information presented as a flowchart about how to engage with local communities and how to access information on consultation protocols can be found on the Queensland Studies Authority (QSA) website at: www.qsa.qld.edu.au/3035.html
Holistic approach to Indigenous studies:
My Land My Tracks: A framework for the holistic approach to Indigenous studies was developed by Ernie Grant, Dijirabal/Djirrabal Elder and published by the Innisfail and District Education Centre. The holistic approach to learning promotes cross-cultural understanding.
education.qld.gov.au/schools/indigenous/services/cultural-local.html
Approaches: conceptual, holistic and spiralling:
The approaches outlined in the QSA Aboriginal and Torres Strait Islander Studies Handbook 2010 illustrate how knowledge and knowing are integrated and holistic. They are not an exhaustive set of strategies, but tools to gain further insight into how the worldviews of Aboriginal peoples and Torres Strait Islander peoples need to be and can be incorporated into the planning, design and delivery of teaching and learning. The approaches are outlined in detail in Section 4. www.qsa.qld.edu.au/8848.html#teaching
Indigenous inquiry skills:
Indigenous inquiry skills are used to explore knowledge uniquely associated with inquiry into and with Aboriginal communities and Torres Strait Islander communities. These skills are associated with:
· reciprocating knowledge
· deep listening
· reflecting and revisiting
· respectful interactions
· managing and recognising community protocols.
Indigenous principles such as community responsibility, lifelong learning, cross-generational resonance and revisiting inform the development of these skills. www.qsa.qld.edu.au/12798.html
8 Aboriginal Ways of Learning:
8 Aboriginal Ways of Learning is a framework involving narrative driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. 8ways.wikispaces.com