Professional Documents
Culture Documents
research focuses on this educational disadvantage, and when combined with the
educational practice.
The research article by Keddie (2014) is immediately framed in the context of the
the result of deficit discourses and the perpetuation of colonial legacies which seek
to assimilate, rather than celebrate, Indigenous cultures (Vass, 2013; Gray &
normative education system, Keddie (2014) explores the capacity for alternative,
(Vass, 2013).
Martin and Brayboy. In this way, through the work of Moreton-Robertson, Keddie
the cultural belief that there exist inextricable connections between the individual,
exploration of the incorporation of the theory of relationality in education and how this
students. The nature of the qualitative study outlined, involves an in-depth case
in Suburban Queensland (Keddie, 2014; Gall, Gall & Borg, 2015). The significance of
this choice of educational institution for the focus of such a case study, is to explore
The validity of Keddie’s (2014) research is supported by the high level of contextual
completeness presented throughout her study (Gall et al., 2015). This provides
social, cultural and socioeconomic context for the school itself and provides an
insight into the intersectional disadvantage faced by the student population (Gall et
al., 2015; Gray & Beresford, 2008). This contextual completeness is exemplified
through the introductory anecdotes for Keddie’s (2014) four key informants. This
sample size is noticeably and problematically small, providing only a narrow glimpse
into the educational issue that is being engaged with. Further data was collected
through interviews with students and school staff, along with observation within the
school (Keddie, 2014). The inclusion of these key informants, selected by Keddie
school, where Indigenous identities are dominant and consequently valued. This
Overall Keddie’s (2014) research and analysis is thorough, however a critical reading
of her work raises questions regarding the narrow focus of her study on a single
school. This arguably undermines the replicability of her results and does not
address the applicability of her research findings for translation into practical
stated by Keddie (2014) that her sampling and interviews incorporated Indigenous
students, the verbal data presented in the form of vignettes, is solely from the four
key informants. Unfortunately, this limits the insight provided by Keddie’s (2014)
(Munns et al., 2013). The literature review shown in this instance is brief, however
citations, and detailed references to the policy and legislation which regulates
The use of quantitative methods in the initial stages of research, including surveys
and numerical data obtained from student testing, identified four schools, distributed
Indigenous students (Munns et al., 2013). Importantly the schools involved in this
study, unlike the single school referred to by Keddie (2014), are NSW schools whose
Indigenous populations are in the minority (Munns et al., 2013). This immediately
increases the applicability of the research results as these schools were intentionally
selected to reveal the potential for typical state schools to meet the needs of
While Keddie’s (2014) research presented vignettes solely from the perspective of
adult educators and Elders, the four case studies of Munns et al., (2013) provide a
subsequent analysis, throughout the research of Munns et al., (2013) involved a high
degree of triangulation, involving Indigenous students and both Indigenous and non-
consistency of findings across institutions which was absent from Keddie’s (2014)
Ultimately, the research findings of Munns et al., (2013) provide what is considered
extends the applicability of this research into other school settings, with the resulting
2013). Essentially the research of Munns et al., (2013) provides evidence that
These two articles are representative of the extensive field of educational research
that focuses on bridging the gap of educational disadvantage that exists between
Indigenous students and their non-Indigenous peers (Boon & Lewthwaite, 2016).
and policy-makers alike, as they continue to strive for equity in education, at the
national, state and institutional level (Gray & Beresford, 2008). In this way, the
research papers composed by Keddie (2014) and Munns et al., (2013) are examples
of the movement to enact evidence based practice in education (Gall et al., 2015).
According to Gall et al. (2015), the significance of research within the field of
The two research papers discussed embody the concerns expressed by Gray and
Indigenous students. The work of Keddie (2014) and Munns et al., (2013) provide
beneficial.
Professional Standards for Teachers (AITSL, 2011), which explicitly outlines the
cater to the needs of all students, with specific considerations for the needs of
Indigenous students (Boon & Lewthwaite, 2016; Mills et al., 2014). The central
education, based on cultural diversity and Indigeneity (Keddie, 2014; Munns et al.,
Munns et al., (2013) draw on student and educator perspectives to demonstrate the
needs of each individual student, involves the adaptation of curriculum, practices and
assessment to make learning accessible for all students (van Kraayenoord, 2007;
Mills et al., 2014). Moreover, Mills et al. (2014) argue that a pedagogy of culturally
demonstrate their skills and achievements (Munns et al., 2013; Mills et al., 2014;
evidence produced by Keddie (2014), and Munns et al., (2013) which supports the
discourses (Boon & Lewthwaite, 2016). As outlined by Keddie (2014), the perceived
Indigenous disadvantage.
However, the case studies provided by Munns et al., (2013) ameliorate these
identities (Munns et al., 2013; Yeung et al., 2013; Boon & Lewthwaite, 2016). This
conclusion is supported by Yeung et al., (2013) who assert that educators must first
support and believe in the capacity of all students for success, in order for
Indigenous students to believe in themselves and their own potential. This practice is
evidenced throughout the research of Munns et al., (2013) with each school
such as that of Keddie (2014) and Munns et al., (2013), can facilitate greater equity
identities at the individual and institutional level (Keddie, 2014; Munns et al., 2013).
Therefore, the implications for teaching practice and the field of education as
References
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
016-0209-4
Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Applying educational research: How to
read, do, and use research to solve problems of practice. (7th ed.). Hoboken,
Gray, J. & Beresford, Q. (2008). A ‘formidable challenge’: Australia’s quest for equity
com.ezproxy.uws.edu.au/docview/61989156?accountid=36155
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C.
Munns, G., O’Rourke, V., & Bodkin-Andrews, G. (2013). Seeding success: Schools
https://search-proquest-
com.ezproxy.uws.edu.au/docview/210389911?accountid=36155
Vass, G. (2013). ‘So what is wrong with Indigenous education?’ perspective, position
Yeung, A. S., Craven, R. G., & Ali, J. (2013). Self-concepts and educational
10.1177/0143034312446890