‘Capitalising’ on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling

Hardy, Ian (2016) ‘Capitalising’ on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling. Oxford Review of Education, 1-16. doi:10.1080/03054985.2016.1203302

Author Hardy, Ian
Title ‘Capitalising’ on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling
Journal name Oxford Review of Education   Check publisher's open access policy
ISSN 0305-4985
Publication date 2016-07-20
Year available 2016
Sub-type Article (original research)
DOI 10.1080/03054985.2016.1203302
Open Access Status Not Open Access
Start page 1
End page 16
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Abstract This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights
Keyword Indigenous schooling
Community cultural wealth
Funds of knowledge
Whiteness studies
Teacher learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Mon, 25 Jul 2016, 11:26:08 EST by Susan Moule on behalf of School of Education