Aboriginal and Torres Strait Islander Resources: Education

Kit Includes Teacher Resource book and Happy to be Me CD.
It has been developed in consultation with Aboriginal educators and education groups in New South Wales to ensure that it provides a culturally appropriate perspective for teaching in the early childhood setting and the early years of school.

designed to equip pre-service teachers with strategies to help improve learning outcomes of students, and demonstrates strategies on how to include Aboriginal and Torres Strait Islander perspectives and voices in their teaching. The text 'keeps things local' and works closely with the local community to deliver a successful teaching and learning experience in Aboriginal and Torres Strait Islander education. This new edition has been revised to address the increased focus on teaching reading and writing, new ways of embedding Aboriginal and Torres Strait Islander knowledge in the curriculum, and how to monitor and support the emotional health and wellbeing of students.

By the late 1960s, Indigenous education in Australia was in crisis. When Whitlam swept to power in 1972, his Labor government reached out to Indigenous people to guide change at a national level. The National Aboriginal Education Committee was the result. This comprehensive history by Leanne Holt traces the journey of the committee and its members from its inception in the mid 1970s to its completion in 1989. In Talking Strong, Holt introduces us to the radical men and women, from all walks of life, who served on the committee.

This book presents the findings from a qualitative research project conducted in Australia, a country acclaimed for its linguistic and cultural diversity. Specifically, the study investigated the educational context of Indigenous Australian learners by shedding light on the incorporation of First Nations perspectives in teaching materials and methodology. Additionally, the project identified therewith-related challenges and possibilities for improvement. The results provide insights into the multifacetedness of language- as well as culture-related factors, which prove vital for learning processes. Moreover, the results reveal the complexities arising in connection with the incorporation of First Nations perspectives in classroom discourse. The data also point towards dimensions for improvement and recommendations for action for educators working in diverse classroom settings.

is book aims to empower teachers to help halt the cycle of disadvantage for Aboriginal and Torres Strait Islander students and make a real difference to their relationships, learning outcomes and opportunities in the short and long term. Based on their many years of experience in teaching and research, the authors provide approaches that have been proven to be effective. The authors show how to bridge the demands of the curriculum with the learning Indigenous students bring with them to the classroom and how to work with the learning styles of Aboriginal and Torres Strait Islander students. Both practical and inspiring, this is an essential reference for all teachers working with Indigenous students, whether they be in the city or rural areas, in a class of twenty-five or just one student.