Assignment 2: Culturally–Responsive

Teaching Resource/Personal Reflection

Nathan Gardiner 18037454
Billal El-Sabra 17767402
Ishaq Nasiri 17974224
 Culturally– Responsive Teaching Resource - Keentan

Title of teaching resource: Keentan

Introduction
 Keentan is played between teams of four to eight players and is a
catching and passing based game where players work collectively as a
team to hop and pass the ball in between each other while avoiding
defenders and tennis balls.

 To score a point teams must reach five consecutive passes or catch the
ball in the end zone (as demonstrated in the video).
 Culturally– Responsive Teaching Resource - Keentan

Main Rules

 A change of possession occurs when a defender intercepts the ball, the

ball is dropped or player touches a tennis ball (obstacle).
 Defenders to be one metre close
to the attacker.

 No physical contact is allowed.

 Both teams must hop like a

kangaroo to move around the
playing field.

 Many variations to the game –

e.g. group avoiding balls.
 Culturally– Responsive Teaching Resource - Keentan

Social justice issues addressed

 The social justice issue addressed is the marginalisation of Indigenous

students when compared to non-indigenous students.
 Issue is chosen due to the increasing achievement gap and inequity in school
outcomes, especially between indigenous and non-indigenous students.
 Statistics reveal (COAG Reform
Council, 2013) that indigenous
students (as a group) (when
compared to non-indigenous
students as a group) perform well
below the educational standards
 Chart shows proportion of
students achieving at or above
the proficient standard (Level 3)
 Culturally– Responsive Teaching Resource - Keentan

Adaptive for both teacher and

student development

 Not only is it the role of PD/H/PE

teachers but also the role of every
teacher in every key learning area to
improve teaching and learning
methodologies to decrease this
achievement gap within schools.

 Physical activities such as this culturally

responsive teaching resource helps to
address and create cultural awareness
within the school curriculum for both
teachers and students.
 Culturally– Responsive Teaching Resource - Keentan

About the game and relevance to KLA

and other KLA’s

‘Keentan’ is played in the northwest central

districts of Queensland (Australian Sports
Commission, 2009) where the actions of the
game resemble the movements of a kangaroo
Game known as ‘kangaroo play’ by the
Kalkadoon people and the word ‘keentan’ is
derived from the word ‘play’ as part of the Wik-
Mungkan language from northern Queensland.
Influential as ‘valuing students’ cultural
identity includes showing respect for students’
home language and knowledge, family and
community, values and beliefs” (Lewthwaites et
al, 2015, p. 151).
 Culturally– Responsive Teaching Resource - Keentan

About the game and relevance to KLA

and other KLA’s – continued

According to Korff (2017) Aboriginal students

are more willing to work as a collective group to
achieve a common goal rather than focusing on
individual achievement as found in their family
settings: families work for the common group
(community) and individuals work collectively in
their families.

This lesson activity can be adapted to suit the

collective group rather than individual based
skills such as dribbling and shooting.
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical

frameworks
Despite the potential for physical activity to
contribute to the health of Indigenous
Australians, in 2003, physical inactivity was
cited as the third leading cause of disease in
this population (ABS, 2008).

While traditional Indigenous games were

played in many communities, few are
currently played today and there is limited
information about them (Edwards, 2009).
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical

frameworks
Indigenous young people from remote areas
of northern Australia identified a lack of
appropriate equipment and organised activities,
as well as climate-related factors limit their
ability to be physically active (Nelson, 2010).

Sport and leisure, including physical activity,

have been seen by many Indigenous people as
an important part of social life in Aboriginal
communities where can meet and develop
social community links.
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to

theoretical frameworks – continued

 Research has also shown that school culture plays

an important part in indigenous student’s education
(Helme & Lamb, 2011).

 Schools and teachers can promote effective school

culture for indigenous students by valuing,
promoting indigenous culture, providing a positive,
safe and welcoming environment (Bourke et al.,
2000).

 Factors which contribute to a schools culture include

certain beliefs, visions, values, curriculum, teaching
approach and the level of community involvement.
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical

frameworks – continued
 According to Sarra (2011) teachers play an
important role in enhancing indigenous
student’s positive self identity which is a
vital aspect in the education context.

 Factors that affect positive self identity can

be a teacher’s character, attitude and a
curriculum that students perceive as
relevant to their lives and culture. Other
force which create positive outcomes for
indigenous students include indigenous
staff or role models (Bourke et al., 2000).
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical

frameworks – continued
 In order to improve student outcomes,
school teachers can use indigenous games
and resources like Keetan, as well as other
sports and cultural factors to promote self-
identity for indigenous students.

 Further research has supported the effects

of quality teaching in indigenous student’s
education in areas such as experiences at
school, enjoyment, success, attendance and
overall perception of school (Bourke et al.,
2000).
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical

frameworks – continued

 Critical race theory (CRT) offers a new and

revolutionary movement and puts race at
the centre of critical analysis (Roithmayer,
1999).

 Given the history of Australian Indigenous

Studies and education, CRT is highly
applicable, particularly with its commitment
to transforming social structures and
advancing the political commitment of
racial emancipation (Roithmayer, 1999, p. 1)
Culturally– Responsive Teaching Resource - Keentan
 Culturally– Responsive Teaching Resource - Keentan

Appendix
Why the resource is culturally relevant and links to theoretical frameworks – continued

The Australian Curriculum, Assessment and Reporting Authority (ACARA) has as it’s
statutory remit, the development of Foundation to Year 10 curriculum for the four learning
areas of English, Mathematics, Science and History.

ACARA has acknowledged that the Australian Curriculum must be relevant to the lives of
all students, and address the many contemporary issues that students face.

The development of the Australian Curriculum is guided by a key document called The
Shape of the Australian Curriculum (Australian Curriculum, Assessment and Reporting
Authority, 2011).

The Shape Paper provides a background for the development and implementation of the
first draft of foundation to Year 10 courses that will make up the Australian Curriculum.
 Culturally– Responsive Teaching Resource - Keentan

Why the resource is culturally relevant and links to theoretical frameworks – continued

The Aboriginal and Torres Strait Islander Curriculum Cross-curriculum Priorities

(Australian Curriculum, Assessment and Reporting Authority, 2011) statement, which
provides a conceptual framework, which curriculum writers would use to embed learning
experiences to allow all students to develop an understanding of the historical and
contemporary, lives, histories and cultures of Aboriginal people.

According to ACARA, this is necessary in order to ensure that all young Australians will
be given the opportunity to gain a deeper understanding and appreciation of Aboriginal
and Torres Strait Islander histories and cultures, their significance for Australia and the
impact these have had, and continue to have, on our world (Australian Curriculum,
Assessment and Reporting Authority, 2011, p. 22).

8ways pedagogical framework identifies the aspects of Aboriginal ways of valuing,

being, doing and knowing (Yukaporta, 2009).
 Culturally– Responsive Teaching Resource - Keentan

References

Australian Curriculum, Assessment and Reporting Authority. (2011). The Shape of the Australian Curriculum version 3.
Retrieved from, http://www.acara.edu.au/verve/_resources/

Bourke, C., Rigby, K., & Burden, J. K. (2000). Better practice in school attendance: Improving the school attendance of
Indigenous students. Canberra: Department of Education, Training and Youth Affairs retrieved from
https://scholar.google.com.au/scholar?q=Bourke+CJ%2C+Rigby+K+%26+Burden+J+2000.+Better+practice+in+school+atten
dance%3A+improving+the+school+attendance+of+Indigenous+students.+Canberra%3A+Commonwealth+Department+of
+Education%2C+Training+and+Youth+Affairs.+Viewed+14+May+2014%2C+.&btnG=&hl=en&as_sdt=0%2C5

Clearinghouse : Indigenous Australians and Sport. (2017). Clearinghouseforsport.gov.au. Retrieved 2 May 2017, from
https://www.clearinghouseforsport.gov.au/knowledge_base/organised_sport/sport_and_government_policy_objectives/i
ndigenous_australians_and_sport

Constructing health and physical education curriculum for indigenous girls in a remote Australian community: Physical
Education and Sport Pedagogy: Vol 20, No 2. (2017). Tandfonline.com. Retrieved 2 May 2017, from
http://www.tandfonline.com/doi/full/10.1080/17408989.2013.868874?scroll=top&needAccess=true

Edwards, K. (2009). Traditional games of a timeless land: Play cultures in Aboriginal and Torres Strait Islander communities.
Australian Aboriginal Studies, (2), 32. Retrieved from
https://search.informit.com.au/documentSummary;dn=650558226312950;res=IELAPA
 Culturally– Responsive Teaching Resource - Keentan

Helme, S., & Lamb, S. (2011). Closing the School Completion Gap for Indigenous Students. Resource Sheet No. 6.
Australian Institute of Health and Welfare. Retrieved from https://eric.ed.gov/?id=ED516158

Lowe, K., & Yunkaporta (2011). The inclusion of Aboriginal and Torres Strait Islander content in the Australian National
Curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1), 1-14.

McLaughlin, J., & Whatman, S. (2011). The potential of critical race theory in decolonizing university curricula. Asia Pacific
Journal of Education, 31(4), 365-377. Retrieved from
https://scholar.google.com.au/scholar?q=http%3A%2F%2Feprints.qut.edu.au%2F42346%2F3%2F42346a.pdf&btnG=&hl=
en&as_sdt=0%2C5

Nelson, A., Abbott, R., & Macdonald, D. (2010). Indigenous Austalians and physical activity: using a social–ecological
model to review the literature.Health education research, 25(3), 498-509. Retrieved from
https://academic.oup.com/her/article/25/3/498/656899/Indigenous-Austalians-and-physical-activity-using

Whatman, S. L., & Singh, P. (2015). Constructing health and physical education curriculum for indigenous girls in a remote
Australian community.Physical Education and Sport Pedagogy, 20(2), 215-230. Retrieved from
http://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F17408989.2013.868874

Yunkaporta, T. (2009). 8 Aboriginal Ways of Learning. Retrieved 11 January, 2012, from http://8ways.wikispaces.com/
 Culturally– Responsive Teaching Resource - Keentan

Kangaroo photo [Image] Retrieved May 1st , 2017, from - http://www.discoverwildlife.com/animals/mammals/how-and-

why-do-kangaroos-hop

Hands joined photo [Image] Retrieved May 1st , 2017, from - http://oncologynews.com.au/closing-the-gap-in-cancer-
outcomes-for-indigenous-people/

Hand print art photo [Image] Retrieved May 1st , 2017, from - http://www.abc.net.au/news/2011-05-11/aboriginal-
population-grew-exponentially/2710716

Graph on physical inactivity [Image] Retrieved May 1st , 2017, from - http://www.healthinfonet.ecu.edu.au/states-
territories-home/wa/reviews/summary-western-australia-2013

Climate image - [Image] Retrieved May 1st , 2017, from https://www.popsugar.com/smart-living/Things-Bring-Warm-

Weather-Travel-31345943?stream_view=1