Teacher and student experiences of truth-telling in subject English: How the principles of co-design and self-determination can influence the embedding of Indigenous perspectives in private schools

Teacher and student experiences of truth-telling in subject English: How the principles of co-design and self-determination can influence the embedding of Indigenous perspectives in private schools

The upcoming referendum means Australia is on the precipice of change and truth telling should inform how educators approach the implementation of the curriculum. Due to the renewed focus on Aboriginal and Torres Strait Islander perspectives in version 9 of the Australian Curriculum, it is imperative that teachers’ and students’ experiences of Indigenous content are understood. This understanding will inform the future of culturally responsive practice.

In Subject English, with a large focus being on English literature, English teachers must be self-reflexive and understand how the texts they choose present First Nations and colonialist histories of this country, the intersections of these histories, and the long lasting legacy of both. Teachers’ text selection and the impact this has on their students, Indigenous and non-Indigenous alike, should be at the forefront of their minds as they seek to decolonise the agenda of education. This paper, written by a Mandandanji researcher, is based on the preliminary findings of my PhD research. The central research question asks: How can the principles of self-determination and co-design influence subject English teachers in private schools in their embedding of Aboriginal and Torres Strait Islander cultures, histories, and perspectives?

The purpose of this case-study research is to gather and share the lived experiences of English teachers and leaders and Indigenous and non-Indigenous students, with a focus on their teaching and learning experiences in subject English across private schools in South-East Queensland, particularly regarding Aboriginal and Torres Strait Islander perspectives. This project is strengths-based, framed by Indigenous Standpoint Theory and Decoloniality theory, and informed by the principles of self-determination and co-design. This project aims to assist the participating schools in improving their teaching and learning experiences by having focus groups work together with the researcher to create a shared vision for the future of English teaching.

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