Keera Board - 11352695

Putting the pieces together…

Keera Board - 11352695

Introduction...As a foundation to my reflection stands Dr Martin Nakata’s Cultural Interface theory, and the Cultural Interface protocols for engaging with Indigenousknowledge.

Using the Interface protocols and by participating within this course ofstudy I have been given the opportunity to push my own boundariesand look outside the 'comfort' in which I have retreated to throughout my life.

By being critical of this new knowledge and understanding and piecing thistogether with my past ideals and attitudes I have been able to removethe emotional attachment to the fear I experienced, along with theunknown elements towards promoting responsiveness.

For each of the protocols, critical reflection and knowledge development isconsidered through hyperlinked digital Notebook files. Please click on eachpuzzle piece to access writings.

Keera Board - 11352695

Use Aboriginal processes to engage with Aboriginal knowledge...

It is through my teaching and skills and understanding

that an environment can be created that allows for diversity, shares diversity,

respects, celebrates and incorporates diversity.

Keera Board - 11352695

Approach Aboriginal knowledge in gradual stages, not all at once...

“I now have the questions to ask... and know where to look for the answers; something I didn't have previously, nor the confidence to try”

Keera Board - 11352695

Be grounded in your own cultural identity (not “colour”) with integrity...

"How did you come to know yourself through remembered moments? What did you learn about who you were, who you are, and who you could be?" (Phillips, 2005, p.11).

"Self reflection on how a teacher's own cultural identity affects her own abilities, gaps in knowledge and cultural biases" (Lampert, 2005, p.89).

Keera Board - 11352695

Bring your highest self to the knowledge and settle your fears and issues...

White child I thank youFor giving me the timeTo tell you how life is

In a hard white racist world.

You sat and listenedWith open mind and open heartDevouring the words of my life.

Cynicism has not destroyed your soulNor dulled your shining eye

You still dreamDreams of justice and equality.

Don't forget that day we spokeAnd how you felt for me

Remain a beacon in the dark recess of bigotry.

For its you who looks at youWhen you stand in the mirror each day.

Newlin (1986, as cited in Smith, 1999).

Keera Board - 11352695

Share your own stories of relatedness and deepest knowledge...

Looking upon the contexts of relatedness as a circle; embracing, with no start or end point and a valid place where all things are equal and no one is regarded as 'other' but 'another‘.

Reflecting so many of the things we do and see in our lives and in the development of relationships, knowledge and understanding. I consider my learning and the learning of my students to follow this imagery, being a lifelong process with all things considered equal.

"Empathy and action to sit alongside as 'another' in the circle where there is no start point, no end point and an absence of the assertions of power and true leadership" (Martin, 2005, p. 39).

Keera Board - 11352695

See the shape of the knowledge and express it with images and objects...

Keera Board - 11352695

Build your knowledge around real relationships with Aboriginal people...

“Something changed. I had encountered a world I had not known of; the frightening thing was that it was my world, my shared history and our living history”

Keera Board - 11352695

Use this knowledge for the benefit of the Aboriginal community...

"Schools contribute to the ways in which we see ourselves, our connections to others and the ways in which we develop ideas about our role in Australian

society" (Phillips, 2005).

Keera Board - 11352695

Bring your familiar understandings, but be willing to grow beyond these...

"There are differences between cultures, and different ways of seeing the world. Rather than denying these, teachers ought to recognise and value them" (Lampert, 2005, p. 92).

The willingness to grow and develop beyond our misconceptions will promote a similar culture within our classrooms and habit within our students. Our assumptions about Indigenous issues are shaped by what we work out as children (Lampert, 2005).

Keera Board - 11352695

Respect the aspects of spirit and place that the knowledge is grounded in...

“The purpose in life is to be a part of all that there is... the proof is being alive. You’re one with everything that there is” (Kanyini, 2006)

Click for Kanyini Movie Trailer

Keera Board - 11352695

Just a thought...

Our teaching and its purpose is not merely about ‘sharing information’ with our

students...

but to share in the ‘intellectual and spiritual growth’ together.

(hooks, 1994 as cited in Ah Sam & Ackland, 2005)

Keera Board - 11352695

References...Ah Sam, M. & Ackland, C. (2006) The curriculum: a doorway to learning. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous

studies in education. Frenchs Forest: Pearson Education Australia.

Craven, R., & Rigney, R. (1999). Misconceptions, stereotypes and racism: time for a change. In Craven, R. [Eds.]. Teaching Aboriginal studies. Crows Nest: Allen & Unwin.

Eckermann, A-K. (1994). One classroom, many cultures: Teaching strategies for culturally different children. St Leonards: Allen & Unwin.

Halse, C. & Robinson, Aunty M. (1999). Towards an appropriate pedagogy for Aboriginal children. In Craven, R. [Eds.]. Teaching Aboriginal Studies. Crows Nest: Allen & Unwin.

Harrison, N. (2008). Teaching and learning in Indigenous education. South Melbourne: Oxford University Press.

Hogan, M. (2006). Kanyini. [Motion Picture]. Australia: Roadshow Entertainment.

Lampert, J. (2005). The teaching that matters: merging our personal beliefs with our professional practice in the classroom. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous studies in education: the importance of knowing. Frenchs Forest: Pearson Education Australia.

Martin, K. (2005). Childhood, lifehood and relatedness: Aboriginal ways of being, knowing and doing. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous studies in education: the importance of knowing. Frenchs Forest: Pearson Education Australia.

Keera Board - 11352695

References...Miller, M., Dunn, T., & Currell, K. (2005). Learning and the importance of knowing: student perspectives on centralising

Indigenous knowledge in their preparation as teachers. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous studies in education: the importance of knowing. Frenchs Forest: Pearson Education Australia.

Phillips, J. (2005). Indigenous knowledge: making space in the Australian centre. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous studies in education: the importance of knowing. Frenchs Forest: Pearson Education Australia.

Smith, G.A. (2002). Place-based education: learning to be where we are. Phi Delta Kappan, April, p.584-594.

Smith, B. (1999). Community consultation: it's essential. In Craven, R. [Eds.]. Teaching Aboriginal studies. Crows Nest: Allen & Unwin.

Whatman, S., & Duncan, P. (2005). Community participation in Indigenous education: learning from the past, in policy and practice. In Phillips, J., & Lampert, J. [Eds.]. Introductory Indigenous studies in education: the importance of knowing. Frenchs Forest: Pearson Education Australia.

Yunkaporta, T. (2010). History and culture session: racism and reconciliation. [Lecture Notes]. Retrieved 19 May, 2010 from http://interact.csu.edu.au/portal/site/EED410_201030_D_I/page/ab5b1489-306c-4699-0082-9fa1e54ee2f5

Yunkaporta, T. (n.d.). Your identity map: your personal identity. Retrieved May 3, 2010 from http://8ways.wikispaces.com/Your+identity+map