Expansion & Disruption in Indigenous Education

Expansion & Disruption in Indigenous EducationExpansion & Disruption in Indigenous Education

learning, earning, &

the missing piece:

yearning

Tony DreiseTony Dreise

AcknowledgementAcknowledgement

As is our custom,

I acknowledge the Kaurna people, the traditional owners of these lands and waters of the Adelaide plains, and pay my deep respect to their Elders of yesterday, today and tomorrow

As is our custom,

I acknowledge the Kaurna people, the traditional owners of these lands and waters of the Adelaide plains, and pay my deep respect to their Elders of yesterday, today and tomorrow

This presentationThis presentation

Opening thoughts – framing big questions

An ongoing case for positive change

A big picture conversation

Finding conceptual guidance in models from throughout the world

An Indigenous model for consideration

A timely discussion – ‘straight’ talking

Opening thoughts – framing big questions

An ongoing case for positive change

A big picture conversation

Finding conceptual guidance in models from throughout the world

An Indigenous model for consideration

A timely discussion – ‘straight’ talking

MethodologyMethodology

Stemming out of my current PhD studies (at ANU)

Over 60 interviews with Indigenous community members, educators, government policy makers and philanthropists

More than 100 participants in two strategic dialogues involving representatives of Indigenous, education and philanthropic sectors (held at the Melbourne Business School)

Literature review – traversing diverse and rich fields of thought and practice leadership

Stemming out of my current PhD studies (at ANU)

Over 60 interviews with Indigenous community members, educators, government policy makers and philanthropists

More than 100 participants in two strategic dialogues involving representatives of Indigenous, education and philanthropic sectors (held at the Melbourne Business School)

Literature review – traversing diverse and rich fields of thought and practice leadership

The challengeThe challenge

Relevancy

Agency

...... of learning experiences among Indigenous young people

Relevancy

Agency

...... of learning experiences among Indigenous young people

Opening thoughtsOpening thoughts

The Good LifeThe Good Life

Stumbling acrossStumbling across

Christopher MorleyUS poet and journalist, 1890-1957

Christopher MorleyUS poet and journalist, 1890-1957

DiscontentmentDiscontentment

Morley

‘........all the great things are done by discontented people.

There are three ingredients in the good life: learning, earning and yearning.

A man should be learning as he goes; and he should be earning bread for himself and others; and he should be yearning, too: yearning to know the unknowable.’

Morley

‘........all the great things are done by discontented people.

There are three ingredients in the good life: learning, earning and yearning.

A man should be learning as he goes; and he should be earning bread for himself and others; and he should be yearning, too: yearning to know the unknowable.’

A cautionary taleA cautionary tale

Today, I’m hoping to avoid another lesson from Morley:

‘The unluckiest insolvent in the world is the man whose expenditure of speech is too great for his income of ideas.’ !!

Today, I’m hoping to avoid another lesson from Morley:

‘The unluckiest insolvent in the world is the man whose expenditure of speech is too great for his income of ideas.’ !!

Aboriginal young personAboriginal young person

‘What for, I do this?’


Aboriginal young personAboriginal young person



...orwhy?

Too often in complex environments we start with............

Too often in complex environments we start with............

What?

.....then we move to.....then we move to

How?

What?

When perhaps we should start with...

When perhaps we should start with...

Why?

The Golden Circle (Simon Sinek)The Golden Circle (Simon Sinek)

Why?

How?

What?


Why?

How?

What?

Wright brothers

Apple

Luther King


Why?

‘I have a dream’

v

‘I have a plan’

The Golden question in education - Why?

The Golden question in education - Why?

‘In any society, beyond the physical survival of its members, education is probably the most important activity people can create together, for education, along with the family, is the means by which we understand and reach our full potential as human beings. Education can enable us to flourish as individuals, helps build cohesive communities and innovative enterprises, fosters the skills and knowledge to participate in the world, and provides ways of seeing beyond our current condition and reaching beyond our grasp. Education is society’s prime means of helping us learn how we can live together.’

Professor Ken Spours & others 2014 UK

‘In any society, beyond the physical survival of its members, education is probably the most important activity people can create together, for education, along with the family, is the means by which we understand and reach our full potential as human beings. Education can enable us to flourish as individuals, helps build cohesive communities and innovative enterprises, fosters the skills and knowledge to participate in the world, and provides ways of seeing beyond our current condition and reaching beyond our grasp. Education is society’s prime means of helping us learn how we can live together.’

Professor Ken Spours & others 2014 UK

An exampleAn example

……..of the discontented people that Morley spoke of.

……..of the discontented people that Morley spoke of.

Let’s begin to park this....Let’s begin to park this....

...... conversation into Indigenous Australian frames and drivers...... conversation into Indigenous Australian frames and drivers

ColonisationColonisation

GlobalisationGlobalisation


Crash?


.....or ride?

Crash

WavesWaves

ColonisationSovereignty in a national context

Participation locally and nationally

Healing and Social Justice

Identity and cultural survival in a contested continent

Education over the past two centuries

WavesWaves

Colonisation GlobalisationSovereignty in a national context

Participation locally and nationally

Healing and Social Justice

Identity and cultural survival in a contested continent

Education over the past two centuries

Sovereignty in an international context

Participation internationally

Human and Indigenous Rights

Identity and cultural survival on a competitive planet

Education in the centuries to come

QuestionsQuestions

Why do we need change?

What do we need to change?

How to change?

Why do we need change?

What do we need to change?

How to change?

Securing an ongoing guardianship........


..... of the oldest continuing cultures on Earth..... of the oldest continuing cultures on Earth



..... of the oldest continuing cultures on Earth..... of the oldest continuing cultures on Earth

Which means resourcing Indigenous people to maintain cultures, not just a curriculum that encourages non-Indigenous people to learn more about them, as important as this is

Why: Demand + SupplyWhy: Demand + Supply

an international economy

an international economy

Demand + SupplyDemand + Supply

with a premium on creativity & agency

with a premium on creativity & agency


mines or minds?

mines or minds?


Mining 9 per cent of GDP compared

with the services sector at 68 per

cent



cent

ABS Data 2011




cent

Health and community

services now the biggest employer (11.6 per cent)

followed by retail and construction;

with mining at just 1.8 per cent



cent

Health and community

services now the biggest employer (11.6 per cent)

followed by retail and construction;

with mining at just 1.8 per cent

ABS Data 2011


Education has raced to number 3 in terms of our

biggest exporter

Education has raced to number 3 in terms of our

biggest exporter

DFAT 2013

innovationunit.orginnovationunit.org

‘In the US, the ten jobs most in demand (now) didn’t exist in 2004 – 21st century education needs to prepare young people for jobs that don’t exist yet, using technologies that haven’t even been invented, for which competition will be global.’

‘In the US, the ten jobs most in demand (now) didn’t exist in 2004 – 21st century education needs to prepare young people for jobs that don’t exist yet, using technologies that haven’t even been invented, for which competition will be global.’

Social wellbeing of Indigenous young people

Social wellbeing of Indigenous young people

Many travelling ok or well

Many travelling ok or well

Indigenous childrenIndigenous children

Many others at risk

Many others at risk

Bigger picture considerationsBigger picture considerations

How Indigenous young people are faringNot just educationally and

technologically but.............Personal and community safetySelf esteem and mental healthAlcohol, drugs and violenceJuvenile justiceTeenage pregnancyTheir dreaming: Culture, life prospects,

future jobs

How Indigenous young people are faringNot just educationally and

technologically but.............Personal and community safetySelf esteem and mental healthAlcohol, drugs and violenceJuvenile justiceTeenage pregnancyTheir dreaming: Culture, life prospects,

future jobs

The Whole Child - WellbeingThe Whole Child - Wellbeing

Physiological

Emotional

CulturalSpiritual

SocialEducationa

l

EconomicTechnologic

al

The Whole Child - WellbeingThe Whole Child - Wellbeing

Physiological

Emotional

CulturalSpiritual

SocialEducationa

l

EconomicTechnologic

al

Implications for sc

hools of to

day and tomorrow?

This conferenceThis conference

Quality

Equity

Quality

Equity

My questionMy question

QualityQuality

Like beau

ty,

is it in

the

eye of th

e

beholder?

Session topicsSession topics

Quality

The shortcomings of an ‘equity’ (closing the gap) only approach

Disrupting the learning experience

Quality

The shortcomings of an ‘equity’ (closing the gap) only approach


TopicsTopics

Quality

The shortcomings of ‘equity’ only


Quality



Underpinned by research............................................and

TopicsTopics

Quality



Quality



Underpinned by research..............and a pressing demand for greater innovation

Evidence?Evidence?

Innovation?Innovation?

Expansion and innovationExpansion and innovation

Quality What we expect for all of our kids

Opportunity & Access Positive learning experiences and outcomes Quality teaching and learning

False Dichotomy: Concentration v Expansion of Curriculum Classic disputes in education: concentrating on basics

versus expanding into the great theatres of learning

Disruption and innovation Something has got to give

Quality What we expect for all of our kids

Opportunity & Access Positive learning experiences and outcomes Quality teaching and learning

False Dichotomy: Concentration v Expansion of Curriculum Classic disputes in education: concentrating on basics

versus expanding into the great theatres of learning

Disruption and innovation Something has got to give

Logic stem: equityLogic stem: equity

Outcomes

Equal outcomes

Educational services

Equitable access

Logic stem?Logic stem?

Same

Assimilate?

Equality

‘All of us’Equity

Closing gaps

Indigenous Policy – Social Policy


Are they one and the same?

The case for Indigenous policy exceptionalism, beyond an ‘equity’ only approach







Nuanced and calibrated



Nuanced and calibrated

QualityQuality

What Indigenous people expectEqual opportunity.......yes......but

also

Respect for first peoples statusHeritageEmpowermentLand and water rightsLocal development, local opportunity

and local decision making (‘place’)

What Indigenous people expectEqual opportunity.......yes......but

also

Respect for first peoples statusHeritageEmpowermentLand and water rightsLocal development, local opportunity

and local decision making (‘place’)

Established piecesEstablished pieces

Learn

ing

Learn

ing

Earn

ing

Earn

ing

The missing piece: exceptionalism


YearningYearningLe

arn

ing

Learn

ing

Earn

ing

Earn

ing



YearningYearningLe

arn

ing

Learn

ing

Earn

ing

Earn

ing

Which requires............

Disrupting

Disrupting

Disrupting classDisrupting class

Established notion: behaviour

DisruptionDisruption

Novel notion: technology

Individualised learning

Multiple intelligences

Technologies

DisruptionDisruption

...at a systems level

Leadbeater & Wong

Learning a Livinglessons from a developing world


From consumption to production of learningFrom consumption to production of learning

Hannon et al 2013

From consumption to production of learningFrom consumption to production of learning

Hannon et al 2013

Agency



Studio Schools UKStudio Schools UK

Geoff MulganLearning through working,

Working through learningCREATE framework

Convergence of two problems: bored teenagers and work ready employees

Cognitive and non-cognitive skills being equally important (e.g. IQ & EQ)

Project based learningCoaches as well as teachers

Geoff MulganLearning through working,

Working through learningCREATE framework

Convergence of two problems: bored teenagers and work ready employees

Cognitive and non-cognitive skills being equally important (e.g. IQ & EQ)

Project based learningCoaches as well as teachers

CREATECREATE

Communicate

Relating to others

Enterprise

Applied

Thinking

Emotional intelligence

Communicate

Relating to others

Enterprise

Applied

Thinking

Emotional intelligence

Studio Schools UKwww.studioschoolstrust.org

Studio Schools UKwww.studioschoolstrust.org

CREATE Framework

Indigenous intra-cultural and intercultural emphases

Indigenous intra-cultural and intercultural emphases

CREATE Framework

Navajo School USANavajo School USA

STEMScience

TechnologyEngineeringMathematics

Source: Sorenson in Four Arrows et al. 2013


STEMScience

TechnologyEngineeringMathematics

STARService

ToAll

Relations


STEMScience

TechnologyEngineeringMathematic

s

STARService

ToAll

Relations

Synthesising ‘mainstream’ curriculum and

project-based learning that provides benefit to the community or the

environment

An Australian exampleAn Australian example

Yiramalay/Wesley Studio School

Wesley College Melbourne

ACER

Yiramalay/Wesley Studio School

Wesley College Melbourne

ACER

Personal developme

nt

Academic skills

Workplace learning

Senior Years Learning Framework, a curriculum providing a broad learning experience.

The industry learning focus at the Yiramalay/Wesley Studio School is on the Australian cattle industry, agri-business, eco-tourism, mining management and the arts.

Spiral of Innovation NZSpiral of Innovation NZ

‘Indigenous entrepreneurship operates at the intersection of social and economic entrepreneurship. It incorporates both social and economic entrepreneurial activity and explicitly acknowledged the particular historical and cultural context from which they arise.’

Tapsell & Woods, University of Auckland, 2008

‘Indigenous entrepreneurship operates at the intersection of social and economic entrepreneurship. It incorporates both social and economic entrepreneurial activity and explicitly acknowledged the particular historical and cultural context from which they arise.’

Tapsell & Woods, University of Auckland, 2008

Altman ANUAltman ANU

EconomiesEconomies

Traditional Contemporary(Western)

Altman ANUAltman ANU

The ‘hybrid’ economyThe ‘hybrid’ economy

Traditional Contemporary

Early years framework AUS

Early years framework AUS

Belonging

BecomingBeing

A lifelong journeyA lifelong journey

Belonging

Becoming

Being

Lifelong and life-wideLifelong and life-wide

Lifelong, Life-wide Learning

Yearning

EarningLearning

Dreise, 2014

L.E.Y.L.E.Y.

L.E.Y.

Yearning

EarningLearning

Dreise, 2014

The L.E.Y. ModelThe L.E.Y. Model

Dreise, 2014

L.E.Y. Framework FeaturesL.E.Y. Framework Features

Social

Race relations

Civics & Exchange

EconomicJobs

Entrepreneurs

Enterprise

Cultural

Identity

‘Place’

Learning & Earning & Yearning

Dreise, 2014

L.E.Y. model expansions & extensions

L.E.Y. model expansions & extensions

Place

• Context• Problem• Opportunity • Passion for

positive change

• Empower-ment

• Ownership

Venturing Learning

• Problem solving

• Opportunity leveraging

• Skills and strategies

Enterprise

• Project based

• Mentors & coaches

• Work placements

• Horizons opening

Dreise, 2014

L.E.Y. potential featuresL.E.Y. potential features

Social enterprise projectsBusiness coachingLife coachingPsychology, spirit, identity &

characterCity-country visits, work

placements & exchange

Social enterprise projectsBusiness coachingLife coachingPsychology, spirit, identity &

characterCity-country visits, work

placements & exchange

L.E.Y. potential featuresL.E.Y. potential features

Satellite connections to global communities

Performing artsArts as therapyLearning ‘on Country’ and caring

for itSporting opportunitiesLearning festivals

Satellite connections to global communities

Performing artsArts as therapyLearning ‘on Country’ and caring

for itSporting opportunitiesLearning festivals

In conclusionIn conclusion

8 guideposts

In conclusion: 8 guide postsIn conclusion: 8 guide posts

Quality and equity in education from an Indigenous perspective might mean that the following are ‘in built’ not ‘bolted on’:

1. learner centredness and learning dispositions

2. culturally affirming and expansive curriculum at the same time

3. multiple literacies for a global world (inc mastering English literacy and numeracy)

4. connections to ‘place’

Quality and equity in education from an Indigenous perspective might mean that the following are ‘in built’ not ‘bolted on’:

1. learner centredness and learning dispositions

2. culturally affirming and expansive curriculum at the same time

3. multiple literacies for a global world (inc mastering English literacy and numeracy)

4. connections to ‘place’

In conclusion: 8 guide postsIn conclusion: 8 guide posts

5. balancing expectations (really high) with contexts (highly real)

6. improving inter-cultural and intra-cultural relationships

7. constantly leveraging opportunities outside of and beyond school (entrepreneurial mindsets – socially and economically)

8. holistic: whole of child wellbeing meaning reinventing schools beyond ‘academic’ only places.

5. balancing expectations (really high) with contexts (highly real)

6. improving inter-cultural and intra-cultural relationships

7. constantly leveraging opportunities outside of and beyond school (entrepreneurial mindsets – socially and economically)

8. holistic: whole of child wellbeing meaning reinventing schools beyond ‘academic’ only places.

Evidence from related studiesEvidence from related studies

Studio Schools UK: lowest performing students within two pilot schools jumped to the top quartile (Average 9 A-C GSCEs) within 2 years.

McCombs & Miller (2009) meta-analysis involving more than 350 000 students and almost 15 000 teachers and 119 published studies between 1948 & 2004: person- and learner-centred education associated with large increases in student participation and motivation. The analysis also shows positive effects in self-esteem and lower incidents of school drop out.

In Canada, research shows that the degree of cultural strength and control can have an effect on rates of suicide among Indigenous people in Canada (Chandler & Proulx, 2006).

Studio Schools UK: lowest performing students within two pilot schools jumped to the top quartile (Average 9 A-C GSCEs) within 2 years.

McCombs & Miller (2009) meta-analysis involving more than 350 000 students and almost 15 000 teachers and 119 published studies between 1948 & 2004: person- and learner-centred education associated with large increases in student participation and motivation. The analysis also shows positive effects in self-esteem and lower incidents of school drop out.

In Canada, research shows that the degree of cultural strength and control can have an effect on rates of suicide among Indigenous people in Canada (Chandler & Proulx, 2006).

Closing thoughtsClosing thoughts

by returning to Morley

‘Read, every day, something no one else is reading.

Think, every day, something no one else is thinking.

Do, every day, something no one else would be silly enough to do. It is bad for the mind to continually be part of unanimity.’

by returning to Morley

‘Read, every day, something no one else is reading.

Think, every day, something no one else is thinking.

Do, every day, something no one else would be silly enough to do. It is bad for the mind to continually be part of unanimity.’

Questions & DiscussionQuestions & Discussion

Contact:[email protected]

Contact:[email protected]

Expansion & Disruption in Indigenous Education

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