Buchanan, JD, Burridge, N & Chodkiewicz, A 2018, 'Maintaining Global Citizenship Education in Schools: A Challenge for Australian Educators and Schools', Australian Journal of Teacher Education, vol. 43, no. 4, pp. 51-67.View/Download from: UTS OPUS
Teaching students about global citizenship remains a
critical challenge for schools and communities, especially in a
developed country like Australia. With increasingly difficult national
and international contexts and its marginal place in the school
curriculum, there is an urgent need to help maintain support for
global citizenship education. Recognising the challenges and
limitations, key ways to raise its profile include considering available
pedagogies, drawing on the existing Australian Global Education
framework, taking up existing curriculum opportunities, accessing
quality educational resources and relevant teacher education
programs, and working in partnership with key Non-Government
Diaz, CJ, Morgan, L & Chodkiewicz, A 2018, 'Developing early literacies in informal settings: The importance of cultural representation in an aboriginal playgroup', International Journal of Early Childhood Learning, vol. 25, no. 1, pp. 29-43.View/Download from: UTS OPUS or Publisher's site
© Common Ground Research Networks, Criss Jones Diaz, Liam Morgan, Andrew Chodkiewicz. This paper presents the results of a yearlong study within an Aboriginal playgroup on the outskirts of Western Sydney. Using a methodology that was collaborative and iterative and gathering data through a participant ethnographer who was herself Aboriginal, enabled a clear view of the impact of literacy strategies that were implemented in consultation with mothers and the playgroup leader. It was found that Aboriginal texts, stories, songs, and dance, arranging for children to experience various Aboriginal cultural events, as well as talking about and modeling language interactions, led to increased and regular child and child-adult literacy interactions. Longer-term impacts relating to home literacy practices and transition to school were also reported.
Burridge, N & Chodkiewicz, A 2017, 'Educating teachers about human rights: building a rights based culture in Australian schools', Asia-Pacific Journal of Teacher Education, vol. 45, no. 5, pp. 455-468.View/Download from: UTS OPUS or Publisher's site
A well-educated active citizenry is the primary aim of our education systems. An essential component of a well-educated citizenry in a civil society is its understanding of the value of human rights and what it means to live with dignity in a community, where rights and freedoms are protected. This paper uses evidence from international and national reports and programmes to argue that HRE should be an essential component of the curriculum in Australian schools. It draws on data from the first national cross-sectoral Australian study investigating the place of HRE in the school curriculum. There is a need for both pre-service and in-service teachers to have focused professional training, in order to better engage students to be critically aware of the importance of developing a human rights culture within a school; also, to adopt a transformative 'whole school' approach linked to local, national, and global communities.
Burridge, N, Buchanan, JD & Chodkiewicz, AK 2015, 'Human Rights and History Education: An Australian Study', The Australian Journal of Teacher Education, vol. 39, no. 3, pp. 17-36.View/Download from: UTS OPUS or Publisher's site
An Analysis of the coverage and teaching of human rights issues in the History curriculum in Australian schools. Includes a focus on the new Australian curriculum
Burridge, N, Chodkiewcz, A, Payne, AM, Oguro, S, Varnham, S & Buchanan, J 2015, 'Human Rights Education in the Australian School Curriculum', Human Rights Education in Asia-Pacific, vol. 5, pp. 167-202.View/Download from: UTS OPUS
Australian education systems, at state and federal levels, have been undergoing major reforms to their governance structures and to the nature of their curriculum. At the same time over the last decade there has been a national conversation about our knowledge and understanding of human rights (NHRCC 2009). In this context, it is an opportune time to review the place of education for and about human rights within the school curriculum. The study reported on in this paper outlines and examines the findings of a nationwide investigation into the capacity of each state and territory school education system and their individual curricula to provide opportunities to educate and motivate school students about human rights. It also engages in a discussion of the curriculum reforms being introduced as a result of the national Australian curriculum framework and the extent to which it caters for human rights perspectives.
Our data derive from four main sources: a review of the literature; input from roundtable discussions with participants involved in the advocacy for and the delivery of, human rights education in schools; analysis of curriculum and policy documents at the state, territory and national levels; and resources and technologies being used in the teaching of human rights in schools.
Morgan, L & Chodkiewicz, AK 2013, 'Supporting Home Languages in Informal settings: Chinese-speaking Mothers in Sydney', International Journal of Early Childhood Learning, vol. 19, no. 4, pp. 51-63.View/Download from: UTS OPUS
Maintaining support for home languages is one of the most important issues for multilingual societies such as Australia, where almost one in four people live in homes where a language other than English is spoken. The loss of home languages represents a significant loss of a national economic resource, as well as a loss of connection and weakening of identity for children as they are growing up. The declining study of languages and language attrition among second and third generation migrants have are emerging as key issues for educators. This study focuses on Language maintenance in the early years. It presents the results of a qualitative study of early literacy practices of 15 Chinese speaking (Mandarin, Cantonese and Chinese Vietnamese bilingual), mothers and carers with pre-school aged children, living in in an inner-city area of Sydney.
Morgan, L, Chodkiewicz, AK & Jones Diaz, CM 2013, 'Developing Early Literacies in Informal Settings: Addressing Aspects of Language and Culture in Supported Playgroups', International Journal of Early Childhood Learning, vol. 19, no. 3, pp. 23-34.View/Download from: UTS OPUS
The learning experiences of the early childhood years are recognised as vital to the continuing development of children throughout their school years. However, as budget pressures grow and the costs of formal child care continue to rise, reaching out and engaging with socio-economically disadvantaged children and their families remains a challenge. Recent research has highlighted the need for early childhood educators, researchers and policy makers working in early years leaning environments to engage more effectively in acknowledging and supporting the diverse languages, cultures and literacy practices of families in these settings. This paper reports on a study undertaken within a number of multilingual and multicultural supported playgroup sites in parts of Sydney, Australia. Drawing on a ethnographic approach, one of the main aims of the study was to explore ways of better supporting children, their mothers and careers to further develop children's abilities to make sense of a range of early literacies including oral, aural, visual, digital, print and critical modes of communication through the inclusion of linguistically and culturally appropriate resources in addition to traditional nursery rhymes, songs and activities.
Widin, J, Yasukawa, K & Chodkiewicz, AK 2012, 'Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching', Australian Journal Of Adult Learning, vol. 52, no. 1, pp. 9-38.View/Download from: UTS OPUS
The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of postmethod pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners.
Morgan, L & Chodkiewicz, AK 2011, 'Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities', Heritage Language Journal, vol. 8, no. 2, pp. 81-96.View/Download from: UTS OPUS
Using data from observations, audio and video recordings, interviews with mothers and carers as well as interviews with play-group workers, literacy specialists and community workers, this paper will examine the challenges facing these families as their children prepare for schools in which their home language will be âsubmerged.ï½ï½Y The case study includes an evaluation of a bilingual program within informal playgroups aimed at strengthening home language use among children from the Maori and Tongan communities. The program was designed and implemented in collaboration with these communities as a part of research discussed in this paper. The evaluation will examine the benefits and limitations of such programs as well as foregrounding those strategies that engage and support families in their efforts to maintain their home language
Chodkiewicz, A.K., Widin, J. & Yasukawa, K. 2010, 'Making connections to re-engage young people in learning: dimensions of practice', Literacy & Numeracy Studies, vol. 18, no. 1, pp. 35-51.View/Download from: UTS OPUS
The education of young people who have previously been excluded from formal education is a field often associated with a high risk of failure failure for the learners, teachers and the program. In researching the teaching practices in this field, it is tempting for the researcher to do so through the lens of what they perceive as the pedagogical theories that should be informing contemporary practice. In the field of literacy and numeracy education, the social practices approach has gained prominence among researchers who are sympathetic to a socio-cultural study of literacy and numeracy because of its inclusiveness of multiple literacies and numeracies that can be found in different social contexts. This article analyses one of four case studies in a research project on the teaching practices of experienced literacy and numeracy teachers: teaching literacy and numeracy to socially excluded young people in an inner city youth centre. In their research, the authors had to critically challenge their taken for granted assumptions about what a pedagogy informed by a social practices approach to literacy and numeracy should look like. The teaching methods that they observed at the youth centre, while clearly effective particularly in establishing connections with the learners to form strong relationships of mutual trust - appeared on the surface to defy some of the key features of a social practices approach. In understanding the apparent contradictions between what the authors had expected to see and what they were seeing, Kemmiss framework for the study of practice that is based on the notion of practices as reflexive and dialectical proved fruitful. The framework allowed us to interpret both the theory (the social practices approach to literacy and numeracy) and the practices at the youth centre in more nuanced ways that deepened our appreciation of the theory practice relationship.
Burridge, N & Chodkiewicz, AK 2010, 'Challenges in addressing cultural diversity: Approaches in Sydney schools', International Journal of Diversity in Organisations, Communities and Nations, vol. 10, no. 3, pp. 281-294.View/Download from: UTS OPUS
An essential challenge for school educators continues to be how to better represent and negotiate the complexities of classrooms and school communities that are increasingly culturally and linguistically diverse. Schools approach cultural diversity in various ways. Drawing on a qualitative study in a number of government schools, we report on three different approaches engaged by schools in three culturally diverse areas of Sydney. These approaches are often shaped by socio-cultural factors such as the nature of the school and its related community, the commitment of teachers, particularly the executive leadership and the localised issues that may impact on school and community programs. Findings suggest that it is time for school educators to renew their efforts - in a more strategic and focused way - to provide an integrated, resources rich, whole school approach to educating for cultural and linguistic diversity that builds relationships between our diverse communities and empowers all students to succeed at scho
Article based on research on how schools are approaching Human Rights Education
Flowers, R & Chodkiewicz, AK 2009, 'Developing a more research-oriented and participant-directed learning culture in the Australian environment movement', Australian Journal of Adult Learning, vol. 49, no. 2, pp. 294-318.View/Download from: UTS OPUS
Flowers, R & Chodkiewicz, AK 2009, 'Communities and schools tackling sustainability and climate change: the Australian Sustainable Schools Initiative in NSW', Australian Journal of Environmental Education, vol. 25, pp. 71-83.View/Download from: UTS OPUS
Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of more effective community and school relationships. We are interested in the possibilities of enabling more authentic and transformative learning experiences in community and school relationships, by developing a more analytical approach to communities and schools working together. Drawing on Uzzell's (1999) framework and a number of recent empirical studies we describe how communities and schools in one Australian State, New South Wales, have been working together for environmental sustainability. We point to how the links between local communities and schools continue to be under-utilised, and suggest ways that these important relationships can be strengthened and extended.
Burridge, N., Buchanan, J.D. & Chodkiewicz, A.K. 2009, 'Dealing with Difference: Building Culturally Responsive Classrooms', Cosmopolitan Civil Societies: An Interdisciplinary Jo..., vol. 1, no. 3, pp. 68-83.View/Download from: UTS OPUS
Australia continues to develop as a multicultural society with levels of immigration increasing significantly in recent years. The current financial turmoil, continuing threats from terrorism and environmental concerns, have all intensified the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally responsive classrooms is a perennial issue for policy makers, teachers and teacher educators. A major challenge for teachers in particular, is to at a minimum, understand cultural differences as they manifest in their particular school settings. Also to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of current school policies, and highlight a number of frameworks for addressing cultural diversity in the classroom. We draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney schools to discuss the need for greater resource and policy support for progressive and innovative teaching approaches that will support the development of inclusive communities.
Morgan, L. & Chodkiewicz, A.K. 2009, 'Early Literacy in Informal Settings: Supporting Home Literacy Practices', International Journal of Learning, vol. 16, no. 7, pp. 263-273.View/Download from: UTS OPUS
Early literacy is a key factor in a childâs development in the years before they start school. It often is used as one of the key indicators of a childâs early development, and as shown in various longitudinal studies, it affects the way children progress through school and their later life. As the evidence of the benefits of early intervention accumulates, there needs to be more recognition of the place of early literacy within early intervention strategies in disadvantaged communities. A significant proportion of children, living in disadvantaged communities, and outside the formal early childhood system (pre-school, long day care or occasional care), start school with little exposure to any significant level or range of early literacy practices. This paper reports on a qualitative study with Aboriginal and CALD mothers and carers in an inner city part of Sydney, who attended mothers groups or supported playgroups. Taking a socio-cultural approach the study explores the views of front-line community workers and the experiences of mothers and carers with early literacy in a range of informal community based settings and programs. The research has implications for the development of strategies to support the development of programs in informal settings and the development of strategies to engage and support parents and carers.
Chodkiewicz, AK, Widin, J & Yasukawa, K 2008, 'Engaging Aboriginal Families to Support Student and Community Learning', Dispora, Indigenous and Minority Education, vol. 2, no. 1, pp. 64-81.View/Download from: UTS OPUS or Publisher's site
Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framework, critical pedagogy, and a social practice theory of literacy, the authors develop insights about how strengthening family and community relations with schools can help all parties through developing practical approaches to family engagement and addressing disengagement and resistance to engagement with schools and learning. The authors conclude that educators, project workers, and researchers need to become more literate about the families and communities within and around a school, and make a consistent effort to reach out and include families and the local communities.
Chodkiewicz, AK & Burridge, N 2013, 'Addressing Diversity in Schools: Policies, Programs and Local Realities' in Jakubowicz, A & Ho, C (eds), 'For those who've come across the seas': Australian multicultural theory, policy and practice, Australian Scholarly Publishing, North Melbourne, pp. 210-222.View/Download from: UTS OPUS
Burridge, N, Chodkiewicz, A & Whalan, F 2012, 'A study of action learning and aboriginal cultural education' in Indigenous Education: A Learning Journey for Teachers, Schools and Communities, pp. 33-46.View/Download from: Publisher's site
© 2012 Sense Publishers. All rights reserved. Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers' commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students' learning outcomes. The school studies come from different demographic regions in New South Wales, Australia's most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in coll...
Burridge, N & Chodkiewicz, AK 2012, 'An Historical Overview Of Aboriginal Education Policies in The Australian Context' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 11-22.View/Download from: UTS OPUS
The history of the education of Aboriginal children in NSW since 1788 and in other states of Australia, covers periods of major policy shifts that until the late 1960s saw Aboriginal children suffer under a system of discrimination that variously separated, segregated, excluded, 'protected' or removed them from their families. It is important to revisit this history by highlighting aspects of these policy shifts as they provide the context for a deeper understanding of current Aboriginal and Torres Strait Islander education programs and policies that seek to enable Indigenous children and young people to gain access to educational opportunities offered to all students.
Burridge, N, Chodkiewicz, AK & Whalan, F 2012, 'A Study of Action Learning And Aboriginal Cultural Education' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 33-46.View/Download from: UTS OPUS
A team of education researchers from the University of Technology, Sydney, Australia was commissioned to carry out a study of the Quality Teaching Indiginous Project. The schools' action learning projects aimed at providing teachers with professional learning about Aboriginal cultural knowledge and its application for culturally appropriate pedagogical practices in the classroom. The ultimate objective of the prroject was improvement in student engagement and learning with an emphasis on (English) literacy and numeracy.
Burridge, N & Chodkiewicz, AK 2012, 'The Journey Continues' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 139-154.View/Download from: UTS OPUS
The Quality Teaching Indigenous Project school studies described in the previous chapters focused on improving teacher quality in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. This federally funded initiative, administered by the state education department impacted on many students (Aboriginal and non Aboriginal) and teachers in twenty schools as they engaged in a journey of learning about, and improving their understanding of, Aboriginal histories and culture.
Burridge, N. & Chodkiewicz, A.K. 2010, 'Action Against Racism and Discrimination: Progressing Human Rights in the Global Context' in Kirchschlager, P.G. & Kirchschlager, T. (eds), Menschenrechte und Digitalisierung des Alltags. 7. Internationales Menschenrechtsforum, Stampfli Verlag, Bern, pp. 361-370.View/Download from: UTS OPUS
Chapter deals with human rights education in the curriculum in Australia and the place of HR education in the global context.
Burridge, N. & Chodkiewicz, A.K. 2011, 'Education for Human Development : A Human Rights Education Perspectives', International Education Research Conference, Conference Design Pty Ltd, Hobart, Tasmania.
Yasukawa, K., Widin, J. & Chodkiewicz, A.K. 2008, 'The benefits of adults learning numeracy', Proceedings of the Fifth Mathematics Education and Society Conference, Mathematics Education and Society, Centro de Investigcao em Educacao Universidade de Lisbon & Department of Education, Learning & Philo, Albufeira, Portugal, pp. 495-504.View/Download from: UTS OPUS
We examine the benefits of adult numeracy learning in the current Australian context by drawing on Schullers framework for analysing the benefits of learning in terms of three capitals: human capital, social capital and identity capital. We argue that although the current adult education policy framework in Australia is biased towards the achievement of only one of the three capitals human capital, the practices of experienced adult educators help to extend the benefits of learning to encompass identity and social capital benefits. We take a case study of a numeracy workshop in an Adult Basic Education (ABE) program in Australia to show how one teacher exemplifies teaching practice that despite the policy gap, helps her learners reap a range of benefits from their numeracy learning.
Burridge, N, Chodkiewicz, AK, Payne, A, Oguro, SG, Varnham, S & buchanan, J UTS Publishing Service 2013, Human Rights Education in the School Curriculum, pp. 1-75, Broadway, Sydney.View/Download from: UTS OPUS
Human Rights Education centres; Professional Teachers Associations; Australian Human Rights Commission
Morgan, L. & Chodkiewicz, A.K. Cantre for Research in Learning and Change, University of Technology, Sydney 2011, Strengthening Early Literacies: Pacific Communities in Supported Playgroups, pp. 5-89, Sydney.
Burridge, N, Riordan, GP, Aubusson, PJ, Evans, C, Vaughan, K, Chodkiewicz, AK & Kenney, SM University of Technology, Sydney 2009, Evaluation Study of professional learning on teacher awareness of Aboriginal Cultural Knowledge and its impact on Teaching, pp. 1-109, Sydney, Australia.
Evaluation of quality teaching Indigenous programs in selected schools
This research project uses a qualitative case study approach to investigate how a small group of schools and their related communities are addressing cultural diversity issues within the current context of major community debates about national identity, immigration and ethnicity. The schools are situated in different geographic areas of Sydney and have different cultural compositions. Two are culturally diverse while two are situated in culturally homogenous communities. The project examines what models of practice these schools are implementing in their school programs and policies in addressing issues of cultural diversity and community cohesion and place them within the various discourses on multiculturalism. Investigations centre on the connection between schools and their local communities in exercising leadership to achieve a socially cohesive educational environment for students and to how best extend this in the local community. It analyses student and teacher understandings of cultural diversity issues and their manifestations in the classroom as well as community attitudes to the cultural diversification of their neighbourhoods.
A report to the Board of ACE on the capabilities of ACE organisations in NSW in adapting and responding to change