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An exploratory mixed-methods model investigates non-Aboriginal teachers’ perceptions and self-efficacy when teaching Aboriginal and Torres Strait Islander content in the Australian Curriculum. A Bush Tucker Garden functions as a “Pathway of Knowledge” for collaboration between Aboriginal and non-Aboriginal stakeholders, strengthening teachers’ cultural knowledge and enriching student learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aboriginal-community-engagement-in-primary-schooling-promoting-learning-through-a-cross-cultural-lens/593774/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aboriginal-community-engagement-in-primary-schooling-promoting-learning-through-a-cross-cultural-lens/593774.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the action research address?","Question",{"text":112,"@type":113},"It addresses challenges for non-Aboriginal teachers to communicate authenticity and meaning about Aboriginal culture when they may lack knowledge or personal connections.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model and methods does the study use?",{"text":117,"@type":113},"The study develops an exploratory mixed-methods approach to examine teachers’ perceptions and self-efficacy regarding Aboriginal and Torres Strait Islander content in the Australian Curriculum.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the project support learning and collaboration?",{"text":121,"@type":113},"It establishes a Bush Tucker Garden as a “Pathway of Knowledge,” bringing together teachers and local Gumbaynggirr Elders to create a space for sharing social capital and strengthening cultural understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593774,1792193118,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 11 | Article 7 |\n| --- | --- |\n| 2017\u003Cbr>Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a CrossCultural Lens\u003Cbr>Angela Turner\u003Cbr>Southern Cross University, [angela.turner@scu.edu.au](angela.turner@scu.edu.au)\u003Cbr>Katie Wilson\u003Cbr>Victoria University of Wellington, [katie.wilson@vuw.ac.nz](katie.wilson@vuw.ac.nz)\u003Cbr>Judith L. Wilks\u003Cbr>AdjuctA/Professor Southern Cross University and Nulungu Institute, University of Notre Dame, [judith.wilks@scu.edu.au](judith.wilks@scu.edu.au) |  |\n\nRecommended Citation  \nTurner, A., Wilson, K., & Wilks, J. L. (2017). Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens. Australian Journal of Teacher Education, 42 (11).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/7](http://ro.ecu.edu.au/ajte/vol42/iss11/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss11/7](http://ro.ecu.edu.au/ajte/vol42/iss11/7)  \nAustralian Journal of Teacher Education  \nAboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens  \nAngela Turner  \nSouthern Cross University  \nKatie Wilson  \nVictoria University of Wellington, New Zealand  \nJudith Wilks  \nSouthern Cross University and  \nNulungu Institute, University of Notre Dame  \nAbstract: This article reports on action research conducted at a  \nprimary school in rural New South Wales, Australia. The research  \nresponded to an expressed school aspiration to foster greater  \nunderstanding of local Aboriginal culture, historical perspectives and  \nknowledge systems within the school. An exploratory model was  \ndeveloped using a mixed methods approach to investigate non  \nAboriginal teacher perceptions and self-efficacy with teaching  \nAboriginal and Torres Strait Islander content specified in the  \nAustralian Curriculum. A Bush Tucker Garden was established as a  \n‘Pathway of Knowledge’ acting as a vehicle for collaboration  \nbetween Aboriginal and non-Aboriginal stakeholders. Through their  \nparticipation in this project the teachers were brought together with  \nlocal Gumbaynggirr Elders, creating a space for the sharing of social  \ncapital. Teacher cultural knowledge and understanding was  \nstrengthened, enriching the student’s learning experience. The  \nfindings are of relevance to primary school teachers, curriculum  \nstakeholders and education providers in the broader field of  \nAboriginal education.  \nIntroduction  \nAustralian Aboriginal people as knowledge holders, embody traditional cultural understandings that involve spiritual, social, environmental and educative relationships to‘country’. While Aboriginal societies are very different today compared to their earlier economic, social and demographic characteristics, their connection to country remains intrinsic to their ‘being’(Langton, 2011; Langton, Palmer, Tehan & Shain, 2004) . Making partnerships with Aboriginal communities brings their perspectives and cultural knowledge into the school creating a new knowledge set for all.  \nHarrison and Greenfield (2011) suggest non-Aboriginal tokenism in the classroom has resulted in the teaching of “stereotypes of Aboriginality”(p. 66) . The research described here was designed to address non-Aboriginal teachers’ efficacy to communicate authenticity and meaning about a culture they may not have knowledge of nor any personal connections with to draw upon as a ‘lived experience’ (Nakata, 2007a) . The tension between maintaining old, historical Aboriginal ways and knowledges and demonstrating that such knowledges arealive, contemporary and changing is an on-going challenge for Australian society and education systems (Nakata, 2011) . We were motivated to identify some ways to improve  \nVol 42, 11, November 2017 96  \nAustralian Journal of Teacher Education  \ncurriculum and classroom pedagogies in Aboriginal education because importantly, Ab","cbCaifKWVNwruVQb","https://ap.wps.com/l/cbCaifKWVNwruVQb","pdf",688551,22,"English","# Introduction\n## Research aim and questions\n## Culturally safe, respectful research","[{\"question\":\"What problem does the action research address?\",\"answer\":\"It addresses challenges for non-Aboriginal teachers to communicate authenticity and meaning about Aboriginal culture when they may lack knowledge or personal connections.\"},{\"question\":\"What model and methods does the study use?\",\"answer\":\"The study develops an exploratory mixed-methods approach to examine teachers’ perceptions and self-efficacy regarding Aboriginal and Torres Strait Islander content in the Australian Curriculum.\"},{\"question\":\"How does the project support learning and collaboration?\",\"answer\":\"It establishes a Bush Tucker Garden as a “Pathway of Knowledge,” bringing together teachers and local Gumbaynggirr Elders to create a space for sharing social capital and strengthening cultural understanding.\"}]","Aboriginal Community Engagement in Primary Schooling - Promoting Learning through a Cross-Cultural Lens | PDF",1792077895,55]