This chapter outlines the key arguments for why teachers need to consider opening productive dialogues between themselves and Aboriginal families and communities. It argues that these interactions have been shown to affect the needs of not just students, but of teachers themselves, and that outcomes of this engagement provides teachers with the knowledge and skills required to contextualize their practice and affect a real and sustained change in all students learning.
|Title of host publication||Flip the system Australia|
|Subtitle of host publication||what matters in education|
|Editors||Deborah M. Netolicky, Jon Andrews, Cameron Paterson|
|Place of Publication||Abingdon, Oxon|
|Publisher||Routledge, Taylor and Francis Group|
|Number of pages||9|
|ISBN (Electronic)||9780429770517, 9780429429620|
|ISBN (Print)||9781138367869, 9781138367616|
|Publication status||Published - Jan 2019|
- school and community engagement
- Aboriginal and Torres Strait Islanders
Lowe, K. (2019). Leaning with connection: shifting teachers' practice through authentic engagement with Aboriginal and Torres Strait Islander communities. In D. M. Netolicky, J. Andrews, & C. Paterson (Eds.), Flip the system Australia: what matters in education (pp. 124-132). Abingdon, Oxon: Routledge, Taylor and Francis Group.