Action for change embedding aboriginal and torres strait islander perspectives in early childhood education curricula

ACTION FOR CHANGE? EMBEDDING ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES IN EARLY CHILDHOOD EDUCATION CURRICULA Melinda G Miller Bachelor of Education (Early Childhood) (Hons 1) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Learning Innovation Faculty of Education Queensland University of Technology March, 2013 i Keywords action research, embedding Indigenous perspectives, early childhood education, whiteness, non-Indigenous educators, professional development, childcare Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula i ii Abstract This study examines the impact of whiteness on non-Indigenous educators’ work that focuses on embedding Indigenous perspectives in early childhood education curricula It draws on whiteness studies and related critiques to question how whiteness and racism continue to operate in diversity work that is seen to be productive and inclusive The study identifies racialising practices reproduced in embedding processes in non-Indigenous educational sites, in place of reporting examples of ‘good’ early childhood education practice While this is discomforting, the thesis makes the argument that naming whiteness and racism enables depth of understanding about how racialising practices are at work in policy, professional practices and personal standpoint, even when approaches to embedding Indigenous perspectives align with recommended strategies In the thesis, approaches to consultation with Indigenous people and the pragmatics or ‘doing’ of embedding Indigenous perspectives provide the focus for analysis In adopting an action research methodology, early childhood educators were invited to participate in professional development focussed around broad themes of culture and diversity Action research was the primary medium for professional development, with the aim of supporting the educators to effect change in their thinking and practices In effecting change, the educators negotiated forms of permission around embedding processes including policy recommendations, Indigenous authority or involvement, staff relations and individual standpoint They viewed their work as being ‘risky’ at times due to concerns about parental response, causing offence, and the right to teach about Indigenous perspectives as non-Indigenous educators Questions about how to support educators to work through complexities and challenges around embedding processes are addressed in the study The thesis concludes with suggestions for policy and practice including a need for a more comprehensive framework for embedding Indigenous perspectives in before-school contexts New strategies for professional development are also suggested to support changes in disciplinary knowledge and pedagogy A lack of options for professional development in the before-school sector, and the lack of theoretical tools available in vocationallydefined education and workplace practices are identified as ongoing concerns Such ii Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula iii issues compound complexities and challenges around embedding Indigenous perspectives in non-Indigenous educational sites Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula iii iv Table of contents Keywords i Abstract ii Table of contents iv List of figures vii List of tables viii List of abbreviations ix Statement of original authorship x Acknowledgments xi Glossary xii Terminology xiii CHAPTER 1: INTRODUCTION 1.1 Context of the research study 1.1.1 Embedding Indigenous perspectives 1.1.2 Professional development 11 1.1.2.1 Current broad-scale professional development initiatives 13 1.1.2.2 Issues for teacher education 18 1.2 Purpose of the research 19 1.3 Research questions 21 1.4 Research design and theoretical framework 21 1.5 Organisational structure of the thesis 22 CHAPTER 2: LITERATURE REVIEW 23 2.1 Australia as a colonising context 23 2.1.1 Race relations in Australia 25 2.2 Diversity, education and broad socio-political agendas 27 2.2.1 Education and the cultural interface 31 2.3 Indigenous perspectives: Responses from the Australian early childhood field 34 2.4 Cultural competence 38 2.4.1 Pedagogies for embedding Indigenous perspectives 42 2.4.1.1 Limitations on non-Indigenous educators’ practices 45 2.4.1.2 Embedding Indigenous perspectives in non-Indigenous educational sites 48 2.5 Professional development 54 2.5.1 Prevailing issues for professional development in the before-school sector 54 2.5.2 Professional development for embedding Indigenous perspectives 59 2.5.3 Professional development: Design and modes of delivery 62 2.5.3.1 Traditional modes of delivery 63 2.5.3.2 Research-based models 64 2.5.4 Effecting change as a result of professional development 74 2.5.4.1 Change and institutional structures 75 2.6 Summary 77 CHAPTER 3: THEORETICAL FRAMEWORK 79 3.1 The concept of whiteness 79 3.1.1 Conceptualisations of whiteness 82 iv Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula v 3.1.1.1 Whiteness as property 82 3.1.1.2 Whiteness and institutions 82 3.1.1.3 Whiteness and identity 83 3.2 Whiteness in the Australian context 86 3.3 Whiteness and education 92 3.3.1 Whiteness scholarship in early childhood education 93 3.3.2 White researcher, white subject 96 CHAPTER 4: METHODOLOGY 101 4.1 The ‘Cultural Project’ 101 4.1.1 Action research and whiteness studies 104 4.2 Principles of action research 106 4.2.1 The role of the outsider-researcher 108 4.2.2 Action research as professional development 111 4.3 Participants 114 4.3.1 The recruitment process 116 4.3.2 Financial assistance for participating centres 119 4.4 Data collection techniques 119 4.4.1 Access 120 4.4.2 Conversations with a purpose 121 4.4.3 Communal journals 126 4.4.3.1 Inventories 126 4.4.3.2 Action plans 127 4.4.3.3 Photographs 128 4.5 Data analysis 128 4.5.1 Responding to the research problem 129 4.5.2 Timing of analysis 130 4.5.3 Organisation of data 130 4.5.4 Approach to analysis: Coding, categorisation and the development of themes 131 4.6 Trustworthiness, rigour and reflexivity 136 4.6.1 Trustworthiness and rigour 136 4.6.2 Reflexivity 138 4.7 Ethics 141 CHAPTER 5: STANDPOINT 143 5.1 Whiteness and the research sites 143 5.2 A diversity project 149 5.3 White researcher 158 CHAPTER 6: CONSULTATION 163 6.1 Indigenous authority and curriculum development: “I don’t want to the tokenistic thing ” 164 6.2 Indigenous participation in whole-centre activities: “It’s also quite tricky” 172 6.2.1 The “Multicultural Night”: “We’ve got Sri Lankan, we’ve got Japanese we’ve got an Aboriginal ” 177 6.3 Community engagement: “Let’s stuff with them! Yeah!” 183 6.3.1 Visiting an Indigenous Education Centre: “I respect them a whole lot more ” 189 6.4 Summary 194 CHAPTER 7: PROCESS AND CONTENT 197 7.1 Cultural standpoint and curricula approach: Issues with fear and unknowing, affirming ‘sameness’ and being a ‘good white’ person 198 7.1.1 Finding spaces for self-analysis 208 Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula v vi 7.2 Curriculum design and implementation: “We tend to focus strongly on this during N.A.I.D.O.C [National Aborigines and Islanders Day Observance Committee] week” 213 7.3 Aboriginal and Indigenous symbols: “I didn’t want to offend anybody ” 224 7.4 Embedding at a whole-centre level? “The Indigenous focus, that’s throughout the centre ” 230 7.5 Summary 239 CHAPTER 8: CONCLUSION 241 8.1 Research design and theoretical framework 242 8.2 Embedding Indigenous perspectives in early childhood education curricula 245 8.2.1 How does whiteness impact the work of embedding Indigenous perspectives in two urban early childhood centres? 246 8.2.1.1 Salient themes of permission and risk 250 8.2.2 How does a research-based approach to professional development support the work of embedding Indigenous perspectives? 253 8.3 Implications, conclusions and further research 255 REFERENCE LIST 263 APPENDICES 299 Appendix A: Information letter to the centre director 299 Appendix B: PSCQ financial assistance arrangements 302 Appendix C: Final interview questions 303 Appendix D: Examples of communal journal entries 305 Appendix E: Organisation of data 307 Appendix F: Coding: Categories and themes 309 Appendix G: QUT Research Ethics Committee approval 312 Appendix H: Signed participant consent form 313 vi Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula vii List of figures Figure 4.1 The Cultural Project 102 Figure 4.2 Examples of events occurring in action research cycles – Centre A 113 Figure 5.1 Architectural drawing of Centre A (n.d.) 146 Figure 5.2 Architectural drawing of Centre B (1995) 147 Figure 7.1 Anonymous book display 217 Figure 7.2 Placement of an Aboriginal flag 226 Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula vii viii List of tables Table 4.1 Types of Action Research and the Facilitation Role 109 Table 4.2 Participants Involved Directly in Research on the Topic of Embedding Indigenous Perspectives 115 Table 4.3 Beginning and End Points of Data Collection 121 Table 4.4 Total Audio-Recorded Conversations and Interviews for Centres A and B 124 Table 4.5 Conversations and Interviews Conducted with the 12 Participants 124 Table 4.6 Extract from Appendix F: Examples of Sub-Categories 134 Table 8.1 Embedding Indigenous Perspectives: Forms of Permission for Action and Inaction 252 viii Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula Appendices Appendix A: Information letter to the centre director Appendices 299 300 300 Appendices 301 Appendices 301 302 Appendix B: PSCQ financial assistance arrangements 302 Appendices 303 Appendix C: Final interview questions Professional Development Questions (developed in conjunction with PSCQ) Q1 How long you have worked in childcare? Generally, how long have you remained in positions? Q2 Please explain the differences, if any, between the professional development you have undertaken in past positions and the professional development activities you undertook as part of the Cultural Project Q3 Please share your thoughts about a link between professional development and satisfaction with your work in childcare? Q4 If you think back to your prior positions, how did the professional development you undertook impact your daily work? Q5 In your current position, how did your experiences in the Cultural Project impact on your daily work? Did you experience any changes in the satisfaction you experienced in your daily work? Please explain Q6 Following participation in the Cultural Project, have your ideas about what professional development can ‘look like’ in childcare changed? If so, please explain Q7 Could you comment on what you see to be the experiences of others or the whole team in the Cultural Project? Have you noted any differences in how staff have responded to professional development activities that have been part of the Cultural Project and other types of professional development undertaken previously? Q8 We have discussed differences between more traditional types of professional development and a research-based approach Based on your experiences with research-based professional development over past months, have you been able to extend or build on your existing skills? Please provide some examples Q9 Were there any difficulties or advantages in taking part in professional development that formed part of your daily work, within work hours? Q10 If a research-based approach to professional development was made available to you regularly in the childcare sector, you feel you would be more likely to remain in the sector longer? Please explain why or why not Culture Q1 The Cultural Project was based on themes of culture and diversity Can you explain any changes in your understandings of these themes since participating in the project? Appendices 303 304 Q2 There has been a focus on looking at ‘self’ Can you identify any points throughout the Cultural Project when you experienced a shift in your understanding about ‘self’? Were there key influences that supported this awareness? Q3 Of the influences you mentioned, which you feel had the most impact on your learning and understanding? Why? Q4 Now you have reached the end of your time as a participant in the project, looking back, can you comment on my role? Q5 What you differently in your practice around culture and diversity as a result of participating in the Cultural Project? Q6 In terms of the centre as a whole, what changes have you seen taking place over past months? 304 Appendices 305 Appendix D: Examples of communal journal entries Appendices 305 306 306 Appendices 307 Appendix E: Organisation of data Appendices 307 308 308 Appendices 309 Appendix F: Coding: Categories and themes Appendices 309 310 310 Appendices 311 Appendices 311 312 Appendix G: QUT Research Ethics Committee approval 312 Appendices 313 Appendix H: Signed participant consent form Appendices 313 ... 8.1 Embedding Indigenous Perspectives: Forms of Permission for Action and Inaction 252 viii Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education. .. territories xii Action for Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula xiii Terminology The phrase embedding Indigenous perspectives ... Change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula iii issues compound complexities and challenges around embedding Indigenous perspectives in