Negotiating Scripts for Indigenous Futures in Higher Education: Examining some of the impacts of a university outreach program

Creating an English curriculum informed by national standards in a context that does not reflect a middle-class, urban, White imaginary can be challenging. Add to this, nationally comparative testing, and teachers can sometimes make decisions about the ‘levels’ of their students that inform curriculum design in ways that constrain rather than extend them. This paper reports on the impact of collaboration among teachers at Merbein P-10 that led to the reimagining and redesign of the year 9 English curriculum, and its subsequent impact on the learning outcomes of both Indigenous and non-Indigenous students. The paper will outline, in brief, the professional learning approach undertaken as part of the IAEP. This approach included the use of descriptive, purposeful, observations of students, the use of a modified ‘One Minute Preceptor’ approach in subsequent discussions, and on-going modifications to the curriculum in response to those discussions. It will also provide a context for the many interventions undertaken by the teachers before outlining details of those interventions and their impact as determined by in-school assessments, teacher observations and student feedback. Early findings indicate a new enthusiasm, and sense of purpose among students with regard to the formal curriculum. The importance of working productively with all students to develop their literacy skills is vital. This is particularly so among Indigenous students who have raised their aspirations for the future as a result of participation in university outreach programs like the IAEP. Citing Berlant (2011), Gale et al (2013) remind us that optimism can be ‘cruel’ without sufficient support. This paper points to the need for teacher professional learning that is classroom based, and highly student focused, particularly when those students are Indigenous. The paper also highlights the importance of a respectful and supportive relationship among university and school staff. Ken Zeichner’s assessment of university and school relationships about student placements also has warrant in professional learning. It is the ‘quality of the knowledge and power relationships that exist, not the structure of the program’ that helps support educational outcomes for Indigenous students.