Article outlines possibilities for the inclusion of Indigenous Games and Sports (IGaS) across Australian schools; authors provide details on IGaS and suggest appropriate pedagogy for teaching purposes. Authors argue that inclusion of IGaS can promote inclusive classrooms and social justice within the school setting.
Analyzes characteristics of institutions that have engaged with Reconciliation Australia's program in order to identify where additional attention could be focused to enhance participation rates.
Results of scoping review organized into five themes for quality indicators (Curriculum/programming, reflection of cultures, family engagement, external perspectives, and barriers) and six themes for educator dispositions (practice of relationships, cultural humility, critical pedagogy, honouring families' knowledge, cultural match, and preservice education).
International Journal of Science Education, vol. 22, no. 6, June 2000, pp. 603-617
Description
Examines the approach taken to minority group knowledges in two recently published sets of junior secondary science texts, with a specific focus on the incorporation of Indigenous knowledge into the texts.