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<p>Over the past decade, Australian&#xa0;schools have been directed to positively engage with Aboriginal and Torres Strait Islander histories and cultures and put in place strategies to enhance the success of Aboriginal and Torres Strait Islander students.&#xa0;&#xa0;These directives have come from both the Australian Curriculum Cross-curriculum priorities&#xa0;and the Australian Professional Standards for Teachers and School Leaders. Since&#xa0;these changes have been introduced, research has continually suggested that non-Indigenous teachers and school leaders are hesitant to engage with this content. In this paper, we propose a three-dimensional engagement model for teachers and school leaders to use when planning their curriculum. Our model for engagement has three elements: structure, affect and knowledge.&#xa0;The development of the model draws from the recent literature and interviews with 12 teachers and 5 school leaders from a selection of Catholic schools and colleges in Tasmania.&#xa0;We use our model to locate a strength-based approach to school change.&#xa0;Our model helps explain how teachers and school leaders in a supportive education system negotiate hesitation in&#xa0;teaching&#xa0;the CCP, and offers a bridge to future, deeper questioning of hesitancy through dimensions of knowledge, affect and structure.&#xa0;We acknowledge its limitations, given our working knowledge and respect for contextual variation.</p>

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Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月22日

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  • Clair Andersen,
  • Joanne O’Mara,
  • Glenn Auld,
  • Tim Corcoran,
  • Tim Delphine,
  • David Hicks,
  • Julianne Moss,
  • Kitty te Riele,
  • Emily Rudling

摘要

Over the past decade, Australian schools have been directed to positively engage with Aboriginal and Torres Strait Islander histories and cultures and put in place strategies to enhance the success of Aboriginal and Torres Strait Islander students.  These directives have come from both the Australian Curriculum Cross-curriculum priorities and the Australian Professional Standards for Teachers and School Leaders. Since these changes have been introduced, research has continually suggested that non-Indigenous teachers and school leaders are hesitant to engage with this content. In this paper, we propose a three-dimensional engagement model for teachers and school leaders to use when planning their curriculum. Our model for engagement has three elements: structure, affect and knowledge. The development of the model draws from the recent literature and interviews with 12 teachers and 5 school leaders from a selection of Catholic schools and colleges in Tasmania. We use our model to locate a strength-based approach to school change. Our model helps explain how teachers and school leaders in a supportive education system negotiate hesitation in teaching the CCP, and offers a bridge to future, deeper questioning of hesitancy through dimensions of knowledge, affect and structure. We acknowledge its limitations, given our working knowledge and respect for contextual variation.