Abstract:
It is integral that all students have access to Indigenous voices in their classrooms.
This presentation will introduce a representational framework for English teachers in New South Wales to prioritise and integrate Indigenous perspectives in their classrooms. Drawing on the conceptual metaphor of "Mirrors and Windows" by Sims-Bishop (1990), the framework aims to ensure that Indigenous-authored texts serve as mirrors for Indigenous students and windows for non-Indigenous students. The framework is informed by key educational resources and aims to guide teachers in critical reflection and the prioritisation of Blak voices.
Developed from my PhD thesis, "Prioritising Blak Voices: Representing Indigenous Perspectives in NSW English Classrooms," this framework encourages teachers to engage in conscious considerations of their positionality and relationality to Indigenous communities. It emphasises the need for professional development to enhance teachers' understanding of Indigenous ways of knowing and the importance of presenting authentic Indigenous voices in educational texts.
Through reflective practice, this framework supports teachers at various stages of their professional journey, helping them navigate the complexities of embedding Indigenous perspectives in English education. By doing so, the framework aims to strengthen the learning experiences of all students and provide a comprehensive approach to Indigenous representation in the classroom. It extends beyond English teachers and offers consideration for text selection processes at all levels.
This presentation will introduce a representational framework for English teachers in New South Wales to prioritise and integrate Indigenous perspectives in their classrooms. Drawing on the conceptual metaphor of "Mirrors and Windows" by Sims-Bishop (1990), the framework aims to ensure that Indigenous-authored texts serve as mirrors for Indigenous students and windows for non-Indigenous students. The framework is informed by key educational resources and aims to guide teachers in critical reflection and the prioritisation of Blak voices.
Developed from my PhD thesis, "Prioritising Blak Voices: Representing Indigenous Perspectives in NSW English Classrooms," this framework encourages teachers to engage in conscious considerations of their positionality and relationality to Indigenous communities. It emphasises the need for professional development to enhance teachers' understanding of Indigenous ways of knowing and the importance of presenting authentic Indigenous voices in educational texts.
Through reflective practice, this framework supports teachers at various stages of their professional journey, helping them navigate the complexities of embedding Indigenous perspectives in English education. By doing so, the framework aims to strengthen the learning experiences of all students and provide a comprehensive approach to Indigenous representation in the classroom. It extends beyond English teachers and offers consideration for text selection processes at all levels.