Abstract
This study took place on a remote Torres Strait (TS) island in Far North Queensland (FNQ). It focused on my teaching journey in a grade 6/7 classroom. Through an Action Research (AR) methodology the study documents my efforts to navigate and respond to two teaching models – Explicit Instruction (EI) and Culturally Responsive Pedagogy (CRP), both of which inform policy statements in the region. As well, this study highlights the tensions that arose as a result of navigating this space. Using a reflective journal, informal student dialogue sessions, yarning circles, student work samples and teacher observations, I endeavoured to adjust my practice to determine how best to meet my learners’ needs, preferences and learning styles. Through on-going critical reflective practice, data collection and analysis my teaching practice underwent transformation. In addition to the critical reflective practice of my own teaching, I frequently engaged with other work colleagues, the aim of which was to both improve and transform my teaching to better serve the needs of my learners, for my overriding intention throughout this journey was not to simply accept, without question, what I was being mandated to teach, but rather to question by truly listening and responding to my students’ voices (Hattie, 2012). The findings of this study strongly suggest that practitioners cannot blindly forge ahead with the EI model, but rather this model must be adjusted if practitioners are to truly consider their students from a culturally responsive viewpoint.
Highlights
In the past decade in Australia there has been a focus on improving teacher quality in a bid to improve student learning outcomes
How does one implement an Explicit Instruction (EI) model, whilst still adhering to the principles advocated for in a Culturally Responsive Pedagogy (CRP) approach? Is it at all possible to intertwine these two diverse approaches and if so, what adaptions must practitioners make for this to happen? This study focused on my teaching practice over the course of one year as I navigated the space between EI and CRP
Research Question 1: This study revealed that if teachers are to acknowledge the requirements of EI and CRP orientations, the mandate to teach using an EI model cannot be taken lightly
Summary
In the past decade in Australia there has been a focus on improving teacher quality in a bid to improve student learning outcomes This focus is applicable to Indigenous contexts where student outcomes have historically lagged behind the national average (Perso, 2012). This study took place on a remote island in the TS as a result of my problematising the mandate of teaching explicitly and, yet at the same time responding to my students in a culturally responsive manner. These factors combined, I began to critique and object to the demands placed on me to teach using solely a direct model of instruction. A brief literature review will be provided before outlining the theoretical framework and methodology, as well as an overview of the research’s main findings
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