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Professional Learning: Thinking critically about education policy - Dr Greg...

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UNSW Australia - Room 119, Level 1 John Goodsell Building

High Street

Kensington

Sydney, NSW 2052

Australia

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Thinking critically about education policy: Understanding and respecting Indigenous Peoples in teaching and learning practices
Presenter: Dr Greg Vass

Dates: 25 October 2018
Times: 9am-4pm

A suite of current education polices, including the Australian Professional Standards, make it incumbent for all educators to embed teaching and learning experiences that foster student’s understanding and respect for Aboriginal and Torres Strait Islander histories, culture and languages. But why? And what to teach? How, how often, and when? It is anticipated that by the end of the day participants are able to engage with these questions with an informed and critical confidence. However, to do so will require firstly thinking analytically about what the ‘problem is represented to be’ (Bacchi & Goodwin, 2016) in this policy. Pursuing this line of questioning will enable participants to locate themselves as ‘policy actors’ (Ball et al, 2012) that are able lead on curricular and pedagogical initiatives that promotes reconciliation in the spirit advanced in the Uluru Statement from the Heart (2017).

The day is divided into three sessions, each involving a task-based component that will require teachers put to work ideas and strategies that have been introduced. The first session will focus on analysing the policy using the WPR model put forward by Bacchi and Goodwin (2016). The second session will ask participants to reflect on assumptions, concerns, and conundrums that emerged in the first session. For this, we will use Chubbuck’s (2010) reflective model for socially just teaching. The final session will involve applying the insights developed across the early activities. For this, an evaluative tool-kit will be used to make critical and informed decisions about the merits and concerns that may arise when planning to use particular resources in support of teaching and learning.


About the Presenter

Greg is a currently a lecturer at UNSW Australia. Building on his experiences as a high school teacher, his research is broadly focused on learner identities and schooling practices that impact on the experiences and achievements of students. More specifically, Greg’s work aims to develop a better understanding of the relational and communicative dimensions of classroom interactions, and they role they play in reproducing patterns of inequality and privilege. Greg's work draws on Critical Race Theory and poststructuralist concerns with power and subjectivities in relation to positioning, performativity, and identity-work. Greg is currently undertaking research that is focused on putting into action the skills and knowledges that support culturally responsive schooling practices.

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UNSW Australia - Room 119, Level 1 John Goodsell Building

High Street

Kensington

Sydney, NSW 2052

Australia

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