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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/29033

Title
Examining non-dominant cultural perspectives in pedagogical practice
Author/Creator
Amosa, Wendy;  Ladwig, James
Description
While the Quality Teaching framework and recent syllabus reform efforts in NSW assert the importance of valuing non-dominant cultural knowledges and values in pedagogical practice, there has been little empirical examination of the ways in which non-dominant cultural perspectives are integrated in students' learning experiences and the implications for such perspectives on students' learning outcomes. The SIPA research study draws on data from classroom observations and assessment tasks to address three questions in relation to these issues. First, in what ways are non-dominant cultural knowledges legitimised in students' classroom and assessment experiences? Second, what factors influence students' engagement with non-dominant cultural knowledge? Third, to what extent are students' learning outcomes affected by the inclusion of non-dominant cultural knowledge in pedagogy? Recent debates focused on questions such as these have been informed primarily by theoretical assumptions rather than empirical findings. By examining these theoretical assumptions in light of the NSW curriculum context, this paper will outline the framework through which the SIPA research study may inform current understandings of the practices and practicalities of pedagogies that value non-dominant cultural perspectives.
Relation
AARE 2004 Conference. Proceedings of the AARE 2004 Conference (Melbourne 28 November - 2 December, 2004)
Relation
http://www.aare.edu.au/04pap/abs04.htm#A
Date
2005
Publisher
Australian Association for Research in Education (AARE)
Keyword(s)
Quality Teaching model;  cultural perspectives;  pedagogical practice;  learning experiences;  learning outcomes
Resource Type
conference paper
Identifier
http://hdl.handle.net/1959.13/29033
Identifier
ISSN:1324-9339
Language
eng
Full Text
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"Examining non-dominant cultural perspectives in pedagogical practice"
 
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