Teacher Research Grant Application

Teacher Research Grant Application to attend the

2017 Australian Association of Research in Education Conference Title of paper

Teacher reflective praxis for improved First Peoples’ education

Paper aims Annual NAPLAN reporting (2008-2016) indicates that the gap between First People students and non-Indigenous students in reading, writing and numeracy will not be closed by 2018. This proposed paper aims to enhance teacher praxis and lead to improved educational experiences for First Peoples students. The significance of this paper for teaching is that it broadens awareness of models of reflective practice, leads to improvements in individual teacher praxis, and identifies a political need for systemic change related to First Peoples’ education. Methodology Critical Praxis Research (CPR) illuminates the political in social institutions, like schools, recognising them as cites for democratic inquiry and leading to emancipatory knowledges, understandings and experiences. Within a CPR framework, my emerging research uses personal narrative as method. Working reflectively with colleagues to collect and interpret data, I adopt positions as both object and subject of the research to develop deeper understandings of teaching. Outcomes Intended outcomes include: Planning to submit an article advancing CPR as methodology to Australian Journal for Indigenous Education, Building collaborative teacher relationships, Creating professional learning opportunities in First People’s education, Developing teaching programs that support First Peoples students, Engaging in collaborative relationships with community members, Leading initiatives to assist colleagues to develop an understanding of First Peoples’ histories, cultures and languages. Literature My research is guided by the Professional Standards for Teachers (AITSL, 2011), and is supported by literature from three inter-related fields: 1. Curriculum and pedagogy bell hooks (2003) Teaching Community; Freire (1994) Pedagogy of Hope. 2. Reflective practice Freire (1970) Pedagogy of the Oppressed; Kress (2011) Critical Praxis Research; Marzano (2009) Becoming a Reflective Teacher; Schon (1983) The Reflective Practitioner.

3. First Peoples’ education and whiteness Denzin, Lincoln and Smith (Eds.) (2008) Handbook of Critical and Indigenous Methodologies; Leonardo (2009) Race, Whiteness and Education; Taylor, Gillborn and Ladson-Billings’ (Eds) (2015) Foundations of Critical Race Theory in Education. A detailed bibliography is available on request.

Abstract This paper reports on emerging doctoral research from Queensland, Australia that considers teacher reflective praxis in the field of First Peoples’ education. The paper compares four models of reflective practice including Schon’s Reflective Practitioner, Marzano’s Reflective Teacher, Freire’s Conscientization, and Kress’ Critical Praxis Research. The paper is presented as autoethnography and draws on the presenter’s own critical reflections of his school teaching in the field of First Peoples’ education. The paper identifies a need for a broadening teacher awareness of models of reflective practice that invite teachers to consider the need for structural and policy changes in schools and the wider community that are in addition to and beyond improvements to individual teacher praxis.

Career statement I am fulltime, proficient school teacher at Balmoral SHS and a confirmed doctoral candidate at Griffith University. I have: - Published in International Journal for Multicultural Education, 19.1, pp41-59), - Published a chapter in Creative Selves/Creative Cultures, edited by HolmanJones & Pruyn (forthcoming). - Presented at QTU’s 2015 Aboriginal and/or Torres Strait Islander Educators Conference

Indicative costs AARE Conference registration

$750

AARE SIG Summit

$100

Return flight (Brisbane to Canberra)

$700

Accommodation (6 nights with breakfast)

$1800

TRS (5 days @ $373.94)

$1869.70

TOTAL

$5219.70