Linguistic Society of America (LSA)的动态

Learning from the land (7): the Gringai of the northern Hunter area (part two)

Learning from the land (7): the Gringai of the northern Hunter area (part?two)

If you’re interested in learning more about Biliteracy trajectories, you won’t want to miss this webinar!

Last week I presented the collective work of mine and Mante Vertelyte at NERA in Malm? ?? . It is an newly published article in Scandinavian Journal of Education Research. It explores how friendship relations have been used in pedagogical approaches to include racially minoritized students in Danish schools from the 1970s until the present day. Our analysis reveals a shift in friendship pedagogies: conceived as a means to facilitate language acquisition in the 1970s and as a preventive measure against racism in the 1980s, they have evolved into technologies for achieving ‘cultural sameness’. The article concludes with a discussion of the potentials of friendship pedagogies in antiracist education. You can find the article here: https://lnkd.in/dMUbnTy4 The collective endeavors are more time-consuming but very rewarding and stimulating- especially if you work with researchers like Mante Vertelyte ????

Did you know that The Institute for the Study of Slavery (ISOS) — formerly known as the International Centre for the History of Slavery — was established in 1998 by the late Thomas Wiedemann? ISOS now pursues research on historical and contemporary slavery, and forced labour in all parts of the globe and through all periods. The Institute for the Study of Slavery (ISOS) aims to stimulate cross-cultural and comparative work on slavery, develop collaborative projects inside and outside of Nottingham and attract and train postgraduate students. Find out more about ISOS here: https://lnkd.in/e8A62tWw #WeAreUoN #History #Research The networks are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislative changes. The networks displayed here are an example of typical networks, not a definitive list.

I am saddened by the news that NSW's revised Years 7-10 syllabus will shift its focus, teaching First Nations’ history primarily from European colonisation in 1788, rather than exploring the 60,000 years of culture and knowledge that came before. This change means my own children will miss out on the opportunity to fully engage with the deep history of the land where they were born and now live. Growing up in Aotearoa, New Zealand, the customs and history I learned—especially those from before colonisation—helped shape me into a better person. It fostered an appreciation for diversity and respect for cultures across the world and has helped me on so many occasions and brings a true sense of pride and belonging. During our recent four years in Auckland, it was wonderful to see my own children embrace these teachings. My yougest son even graduated from kindergarten in a Korowai (Māori cloak), and all three of my children learned to recite their Pepeha, connecting key landmarks of Sydney—like the Georges River and the Blue Mountains—with their sense of identity. Knowing that future students will learn less about the richness of Aboriginal heritage feels like a missed opportunity. While Indigenous education will remain in the curriculum, limiting it primarily to post-1788 history risks leaving out the incredible depth and continuity of the world's oldest living cultures. It’s through understanding this history that young people can build a stronger connection to the land and foster a greater appreciation for cultural diversity. This quote from the article resonates strongly with me: "For many students, the history they learn at school is knowledge they carry into their adult lives – and knowledge is the strongest antidote to ignorance. Rather than abandoning the Aboriginal deep time story, schools should be encouraging students to engage with it." I do hope they will reconsider this decision! https://lnkd.in/gKTmGFbU

Firstly, congratulations to all the students and their teachers who received IB results on Friday. To avoid being a nuisance to my incredibly competent operations team, by hovering over their shoulders as they worked, on Thursday I instead attended the Festival of Education (https://lnkd.in/eXqUydkB) and was part of a panel organised by Public First. After opening statements which risked the panel being in violent agreement, we found some differences about the role of subject knowledge in how we teach young people. While I recognise that you need a body of knowledge to start making links and patterns between areas, I would argue that what that knowledge is doesn’t matter, you can learn what scientific truth or evidence means from any evidence base from palaeontology to astrophysics. Likewise you can learn the principles of literary analysis from any of the great (or even not so great) authors. I worry that when we specify what knowledge a student must learn we then start to focus on assessing that knowledge rather than assessing the higher order skills. We also know that students will need to continue learning new facts and areas of knowledge throughout their life, so is there a really a specific body of knowledge which an education must provide or is it about developing their skills in learning and thinking? There was also a great question from the audience on how much autonomy schools should have in developing curricula. As developing a curriculum framework and the key concepts is no easy task where do we draw the line between giving teachers freedom and supporting them with frameworks to work within. Of course the IB takes a very different approach to this across its different programmes, and I have seen individual schools thrive and struggle with each choice. A key thing to remember is that not all great teachers will be great curriculum designers (and converse is certainly true) so where is the right balance?

Still processing the enthusiasm, collaborative energy and food for thought brought by the second symposium More nature Deeper Education at the Wageningen University Campus. The theme of Bridging the gap was right on point: How to Bridge the Gap between the black-box lecture hall and the sunny outdoors? How to bridge the gap between the cognition-based teaching about nature and a more embodied learning of being nature? And how to bridge the gap between the people that value academic rigor, finding some of the methods of the day too radical, and the people that have years of experience in deep-dive nature-connection and for whom it cannot be wild enough? I keep these questions with me as ongoing research. I realize they probably do not have definite answers, and it may be more fruitful to see it as a form of art to walk this bridge, afresh every time, with every new setting and interaction. Please find more thoughts in the report by Paul below, and happy and curious to hear yours in the comments!

?? In a world teeming with diverse cultures, landscapes, and ideas, the significance of grasping shapes, colors, and geography transcends mere memorization of facts and figures. It serves as the gateway to comprehension, connection, and creativity. ? ?? At BASIS Ed Charter Schools, we venture beyond the surface of learning. We instill a deeper understanding. Through immersion in these subjects, our students not only absorb knowledge but also cultivate a deep sense of curiosity, empathy, and global awareness. Our approach to education empowers students to unlock their potential, fostering lifelong learners who skillfully navigate the complexities of our diverse world. #BASISCharterSchools #BeyondMemorization #ShapeYourWorld #ColorsOfLearning #ComprehensionConnectionCreativity #EmpoweringLearners #CuriosityUnleashed #DiverseEducation

The NSW Education Standards Authority will be removing the teaching of the Aboriginal past prior to European arrival from the Year 7–10 syllabus as of 2027. Since 2012, the topic “Ancient Australia” has been taught nationally in Year 7 as part of the Australian Curriculum. In 2022, a new topic called the “deep time history of Australia” was introduced to provide a more detailed study of 65,000 years of First Nations’ occupation of the continent. However, New South Wales has surprisingly dropped this topic from its new syllabus, which will be rolled out in 2027. Instead, students will only learn First Nations’ history following European colonisation in 1788. This directly undermines the Alice Springs (Mparntwe) Education Declaration of 2020. This is a national agreement, signed by education ministers from all jurisdictions, which states: We recognise the more than 60,000 years [sic] of continual connection by Aboriginal and Torres Strait Islander peoples as a key part of the nation’s history, present and future. If the planned change to the syllabus goes through, the only Aboriginal history taught to NSW students would be that which reflects the destruction of traditional Aboriginal society. It also means Aboriginal students in NSW will be denied a chance to learn about their deep ancestral past. The significance of Australia’s deep time past: Bruce Pascoe’s groundbreaking 2014 book Dark Emu (which sold more than 500,000 copies), and the associated documentary, have highlighted an enormous appetite for learning about Australia’s deep time past. Hundreds of thousands of Australians engaged with Dark Emu. As anthropologist Paul Memmott notes, the book prompted a debate that encouraged a better understanding of Aboriginal society and its complexity. It also generated research that investigated whether terms such as “hunter-gatherers” are appropriate for defining past Aboriginal society and economic systems. #education #leadership #history #indigenous