The document discusses challenges and opportunities for indigenous education in the 21st century. It notes that while indigenous schooling has made progress in closing the gap, more work is needed to develop curriculum that addresses modern issues like climate change, food and water shortages, and digital literacy. The presentation proposes 10 big questions that could form the basis for a modernized indigenous curriculum focusing on these types of challenges. It also highlights the need to boost indigenous participation in STEM fields to develop leadership able to guide communities through complex problems.
Indigenous Schooling in the 21st Century and the Digital Inclusion Agenda
1. ELFS – Faculty of Sciences
Faculty of Sciences
What school Teachers will Encounter: Indigenous Schooling in the 21st Century
and The Digital Inclusion Agenda and the Ten Big Questions.
Dr Lester-Irabinna Rigney
BE.d, ME.d, PhD, MACE
Professor, Dean Indigenous Education
MATSITI Conference Cairns
14-15 October 2013
Life Impact | The University of Adelaide
Life Impact | The University of Adelaide
2. ELFS – Faculty of Sciences
Dr Lester-Irabinna Rigney Writings
2011 ACER
Nola Purdie
Publisher: APi Network,
Curtin University of Technology
2006
Life Impact | The University of Adelaide
3. ELFS – Faculty of Sciences
Which Australian map have you
been taught
Life Impact | The University of Adelaide
4. ELFS – Faculty of Sciences
Which Australian map have you
been taught
Life Impact | The University of Adelaide
5. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
6. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
7. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
8. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
9. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
10. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
11. ELFS – Faculty of Sciences
Rebecca Richards - Australia's First
Aboriginal Rhodes Scholar to Oxford
University .
Life Impact | The University of Adelaide
12. ELFS – Faculty of Sciences
1960 – 2000 Indigenizing Schools
Challenges, Demand and Priorities.
1.Aboriginal Education - Teachers, Curriculum,
Leaders.
2.Linguistics – Language maintenance revival.
3.Law – Land Rights, Sovereignty, Human Rights.
4.Anthropology - Identity, community.
5.Medicine – Health practitioners, nurses, doctors.
6.ACCESS, EQUITY, EO.
- Humanities, Social Sciences, Health Science,
Professions
Life Impact | The University of Adelaide
13. ELFS – Faculty of Sciences
Indigenous Studies
Indigenous Perspectives
Education
Health
Science
Arts
Humanities
Engineer and Tech
Languages
Social Science
Math
Science
Vertical
Indigenous Studies
CORE Curriculum 8 - key learning Areas
Horizontal
Indigenous Perspectives
Life Impact | The University of Adelaide
14. ELFS – Faculty of Sciences
2000 - Indigenizing Schools
Wicked Problems, Grand Horizon Challenges
Biodiversity loss
Literacy -Numeracy
Carbon
Renewable Energy
World food shortage
Fresh water fall - Sea level rise
Climate Change
Digital Literacy/Revolution as entrance to next
generation
economies
- Science, Computer Sciences, Engineering,
Professions, Mathematics
Life Impact | The University of Adelaide
15. ELFS – Faculty of Sciences
The Wicked Problems and their Solutions
Life Impact | The University of Adelaide
16. ELFS – Faculty of Sciences
Why Change is Needed?
1. Indigenizing Schools for Catch up
- Parity
- Re-active
2. Balance between Aboriginal determined futures and
academy has been lost and we need to re-establish it.
3. Indigenizing the Schools for the Horizon
- Proactive to Wicked Problems
- Build on momentum from past 3 decades of
Indigenizing the Academy
- Build a modern, digital ready 21st century
Indigenous education
Life Impact | The University of Adelaide
17. ELFS – Faculty of Sciences
What should we hope to achieve?
• Relevance of curriculum innovation
in our discipline areas of Aboriginal
Studies – Aboriginal Education.
• Addressing the under theorisation of
Aboriginal in the Wicked Problems
• Produce Aboriginal leaders able to
- Guide the next generation
through wicked problem,
- 21st Century digital literacies
and economies,
- STEM related Careers
Life Impact | The University of Adelaide
18. ELFS – Faculty of Sciences
Canada, USA and Australia Indigenous higher
education attainment factors include:
-Enrolment & Commencement
considerably less than others
• Most enrolments Health, Law,
education, Nursing
• low numbers in science,
Maths technology, and
architecture, Engineering
• Retention and success rates
approx. 30 % lower
• In Australia an increase of
over 600% required for number
of PhD candidates to reach
population parity
Life Impact | The University of Adelaide
19. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
20. ELFS – Faculty of Sciences
As the global community looks for ways to meet the Millennium Development
Goal (MDG) of halving the share of people in poverty by 2015 from it s 1990
level , it cannot afford to ignore the plight of indigenous peoples .
Hall and Patrinos (2006)
Life Impact | The University of Adelaide
21. ELFS – Faculty of Sciences
Taylor 2006
Life Impact | The University of Adelaide
22. ELFS – Faculty of Sciences
Temporary Mobility
Life Impact | The University of Adelaide
23. ELFS – Faculty of Sciences
What does Aboriginal Education in the 21st
Century look like?
Life Impact | The University of Adelaide
24. ELFS – Faculty of Sciences
Life Impact | The University of Adelaide
25. ELFS – Faculty of Sciences
Demography Trends
Tony Vinson (2007) Dropping
Off the Edge
Life Impact | The University of Adelaide
26. ELFS – Faculty of Sciences
Hope
•
(BER) Building the Education
Revolution $16.2 billion
•
National Curriculum
•
Closing Gap
•
(NBN) National Broadband Network
$43 billion;
•
(EYLF) Early Years Learning
Framework
•
(NTER) NT Emergency Response
$587 Million (07-08)
•
(NPST) National Professional
Standards for Teachers
Life Impact | The University of Adelaide
27. ELFS – Faculty of Sciences
Life Impact | The University of Adelaide
28. ELFS – Faculty of Sciences
Professor Rigney’s 10 Big Questions
for a modern Aboriginal curriculum
28
Life Impact | The University of Adelaide
29. ELFS – Faculty of Sciences
The Ten Big Questions
1. How did Aboriginal cultures begin?
2. How does the Earth work?
3. What is life, what is culture and Language?
4. How are Aboriginal cultures evolving on Earth?
5. How do we unravel the causes of Aboriginal disease?
6. Why does climate change from an Aboriginal view?
7. How can we feed the World sustainably?
8. How can we reduce our reliance on governments?
9. How will we conserve Aboriginal diversity?
10. Where will the science and digital revolution
take us?
29
Life Impact | The University of Adelaide
30. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
31. ELFS – Faculty of Sciences
Sophisticated Vocabulary
Old
•
•
•
•
•
•
•
•
•
•
•
•
Recent
Hard drive
URL
Format
DoS
Youtube 2005
Wiki
Terabyte
Blog
Cookie
E-mail
Firewall
Macros
More Recent
• Blackhole Exploit
kit
• Web cloud
• Stuxnet
• Mobile botnet
• WSoD –White
Screen of Death
• TeamViewer
• Virus Sponsored
• AriOS
• iPad 2
• Tuenti
•4shared
•MongoDB
•Ultrabook
•Haswell
•hardware(Sponsored) »
•Tick-tock
•Tri-Gate
•Ivy Bridge
•Sandy Bridge
•Chromebook
•Google+ (Google Plus)
Life Impact | The University of Adelaide
32. ELFS – Faculty of Sciences
Digital Divide Digital Inclusion
Rigney, L-I, Falkner, K, Radoll, P & Williams, M (2013), Digital Inclusion and
Aboriginal and Torres Strait Islander Peoples: A Discussion Paper
”
Tasmania
South Australia
Figure 12 South Australian household Internet access by
remoteness Indigenous and non-Indigenous
Northern
Territory
Life Impact | The University of Adelaide
33. ELFS – Faculty of Sciences
Digital Divide Digital Inclusion
Rigney, L-I, Falkner, K, Radoll, P & Williams, M (2013), Digital Inclusion and
Aboriginal and Torres Strait Islander Peoples: A Discussion Paper
”
Reason for not having
computer
Type Internet Connection
Types of Phone Used at home
Life Impact | The University of Adelaide
34. ELFS – Faculty of Sciences
Sophisticated Numeracy
Recent
•
US Library of Congress 3 Petabyte
• LC has 20 million books and each
requires 1 MB.
• LC printed text, 13 million photos,
even if compressed to a 1 MB JPG
each, would be 13 terabytes.
• The 4 million maps in Geography
Division might scan to 200 TB.
• Over 500k movies; at 1 GB each
they would be 500 terabytes
• Bulkiest 3.5 million sound
recordings, which at one audio CD
each, would be almost 2,000 TB.
• Makes total size of Library perhaps
about 3 petabytes (3,000
terabytes).
· 1 Bit = Binary Digit
·
·
·
·
·
·
·
·
·
·
·
8 Bits = 1 Byte
1024 Bytes = 1 Kilobyte
1024 Kilobytes = 1 Megabyte
1024 Megabytes = 1 Gigabyte
1024 Gigabytes = 1 Terabyte
1024 Terabytes = 1 Petabyte
1024 Petabytes = 1 Exabyte
1024 Exabytes = 1 Zettabyte
1024 Zettabytes = 1 Yottabyte
1024 Yottabytes = 1 Brontobyte
1024 Brontobytes = 1 Geopbyte
Life Impact | The University of Adelaide
35. ELFS – Faculty of Sciences
Some Key Thinkers in the area?
Life Impact | The University of Adelaide
36. ELFS – Faculty of Sciences
Oxford Professor Martin Westall
Young people in the 21st
Century will spend their
adult lives in a
multitasking,
multifaceted, technologydriven, diverse, rapidly
changing world which is
far removed from the
world faced by most of
their teachers at the time
they entered adulthood
Life Impact | The University of Adelaide
37. ELFS – Faculty of Sciences
Oxford Professor Martin Westall
•
•
•
•
•
•
•
•
Schools 24/7
IT no replacement for teacher
Globalism
Problem solving
Communication
News jobs
Sandwich generation
rapid change and turnover
Life Impact | The University of Adelaide
38. ELFS – Faculty of Sciences
Harvard Professor: Tony Wagner
“Despite the best efforts
of educators, schools
are ‘dangerously
obsolete”
“Why don’t even the
best schools fail to
teach the new survival
skills our children
need for the future
“Old world of school New
world of work”
Life Impact | The University of Adelaide
39. ELFS – Faculty of Sciences
Harvard Professor Tony Wagner
Seven Survival skills
•Collaboration across networks
•Effective Oral and Written Communication
•Accessing and analysing information
•Curiosity and imagination
•Agility & adaptability
•Initiative &Entrepreneurialism
Life Impact | The University of Adelaide
40. ELFS – Faculty of Sciences
Anthony Wilhelm
• Access is not enough
• ICT Luxury or essential to
survival?
• Digital ghettos
• New technologies no
recipe for success
• ICT Human rights lag
• Digital surveillance
• Every citizen should know
how to use a computer
• Decline of the nation state
and its laws
Life Impact | The University of Adelaide
41. ELFS – Faculty of Sciences
Partnerships 21 Century USA
‘Framework for
21st Century Skills’
Life Impact | The University of Adelaide
42. ELFS – Faculty of Sciences
Partnerships 21 Century
Core Subjects and 21st Century Themes
Core subjects include: English, reading or language arts ,
World languages
Arts, Mathematics , Economics , Science , Geography , History,
Government and Civics
21st century interdisciplinary themes into core subjects:
• Global awareness, Financial, economic, business and
entrepreneurial literacy, Civic literacy, Health literacy,
Environmental literacy Learning and thinking skills,
Financial, economic, business and entrepreneurial Literacy,
Civic, health and environmental Literacy, Information and
communication technology (ICT), Life Skills, Modern
assessment of 21st Century skills
Life Impact | The University of Adelaide
43. ELFS – Faculty of Sciences
What can I do as a teacher/parent
• Kids love challenges - schools and university are
the right place
• Be Present
• Turn kids on to learning at home and school.
• Reading at home – Be a volunteer - Library
culture
• Move away from same old thing
• Parent partnerships with schools
• Not be tempted by quick fixes
• Do not become a Prisoner of Despair
All problems have a use by date
Life Impact | The University of Adelaide
44. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
Notas do Editor
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Within the curriculum of each state & territory, as well as with the development of a National Curriculum, there are numerous subject [learning] areas. A number of these are considered Key/Core Subject Areas. These are common in all jurisdictions, with additional subject/learning areas also common, though with variation depending on individual state or territory emphases. The same applies to the National Curriculum process, where there is an initial development of core subject/learning areas.
While areas may be common, titles for these vary between states & territories. This is more common with areas other than English [Language], Mathematics and Science. It is even more common with sub-areas within these, especially in secondary years, where individual subjects occur more than areas, as at the Primary level.
Really COAG agenda of closing the gap means Halve the gap no reduce it no NIL
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
In science When we ask students to examine photo syenthesis they become bored quickly. Seeking answers to big question place selective concepts like Photosynthesis within modern challenges like climate change. Similarly When ask students to examine colonial and settler relationships is needs to be within the context of my ten big questions.
Comparing the Web and the Library of Congress
Wagner calls for the reinvention of schools for the 21st Century for the sake of our children who need skills and knowledges to address the successes and ills inherited from the previous generation
Framework for 21st Century Learning
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).