Developing culturally responsive pedagogies for remote Indigenous students in physical education

Philip Russell (2011). Developing culturally responsive pedagogies for remote Indigenous students in physical education PhD Thesis, School of Human Movement Studies, The University of Queensland.

       
Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
s30092114_phd_abstract_pdf.pdf Thesis Abstract application/pdf 69.28KB 4
s30092114_phd_finalthesis_pdf.pdf Final Thesis application/pdf 2.82MB 23
Author Philip Russell
Thesis Title Developing culturally responsive pedagogies for remote Indigenous students in physical education
School, Centre or Institute School of Human Movement Studies
Institution The University of Queensland
Publication date 2011-11
Thesis type PhD Thesis
Supervisor Professor Richard Tinning
Dr Tony Rossi
Total pages 321
Total colour pages 10
Total black and white pages 311
Language eng
Subjects 11 Medical and Health Sciences
Abstract/Summary Abstract This research project developed as a result of the overwhelming evidence presented as part of The Collins Report (1999), and numerous other subsequent reviews and annual reports; that Indigenous education is failing remote Indigenous students in the Northern Territory. The research sought to provide more culturally responsive pedagogies for the teaching of physical education; pedagogies that valued local Indigenous knowledge and input in their community school. The project included the involvement of both students and members of the Indigenous community in an action research process focussed on the implementation of the Sport Education in Physical Education (SEPEP) model. Additionally, the project sought to evaluate the extent to which an action research process can be facilitative of a more culturally responsive pedagogy in physical education in a remote Indigenous context. By identifying pedagogies that were culturally responsive in the curriculum area of physical education, it was anticipated that to at least some degree, education at Finke School would become more meaningful for the Indigenous students that attend that school. Physical education was selected as it provided the link between the community and the school and it was clearly demonstrable that in the past students had attended the school so they could play sport and participate in physical activities. This learning area had clearly engaged students in the school as their love of sport, no matter what game was being played, transcended the cultural differences between home and school. The research showed that both the SEPEP model and the action research process were facilitative of culturally responsive pedagogies in which the non-Indigenous teacher/researcher was removed from „centre-stage‟ and facilitated and supported the Indigenous participants; students, staff and community members as they assumed a variety of leadership and organisational roles in the implementation phases. In this way Indigenous people were in charge of their physical education and action research experiences and were able to organise these to be more meaningful and useful in attaining their goals in relation to schooling from their perspective.
Keyword culturally responsive pedagogy
sport education
physical education
remote indigenous education
Additional Notes 58, 61, 62, 63, 64, 67, 68, 69, 70, 173

 
Citation counts: Google Scholar Search Google Scholar
Created: Thu, 08 Dec 2011, 21:32:26 EST by Mr Philip Russell on behalf of Library - Information Access Service