The Eight Ways Pedagogy for Aboriginal Learning
Recently I spent time with a 2/3/4 class, and later a Reception – year 2 class at Lincoln Gardens Primary School (Port Lincoln, SA) to complete the practicum component for two placement subjects. With a significant Aboriginal student enrolment, my time at Lincoln Gardens Primary School was very insightful as I was immersed into a classroom context that I had not had any experience with before.
It quickly became evident that this was a much more challenging class than my previous placement. Below is an excerpt from my reflections from Day 1:
… Although I thoroughly enjoyed my dealings with all the kids today, I was surprised by the frequency of behavioural incidents (initiated mostly by the boys in the class) that interrupted learning on a regular basis. As I observed these kids, I wondered - Why the non-compliance with the majority of class activities? What other influences in their life are impacting on their learning? Are there strategies we can use to engage them more? Would greater engagement have the power to reduce the frequency of their behavioural incidents?
To find out more, I consulted one of my readings from an earlier coursework subject titled ‘Indigenous Perspectives and cultural identity” (Andersen & Walter, 2010). This paper proposes that traditional methods of education are not supportive of Indigenous youth, with cultural differences being the primary reason. Andersen and Walter suggest that Indigenous students respond greater to a more informal teaching style – one that is based not upon a formal classroom-style but instead upon practical, meaningful and useable knowledge that can be applied to the student’s life.
My observations in the classroom appeared to reflect Andersen and Walter’s findings. Another journal entry –
... I’ve noticed that there are quite a few kids in this class who simply do not respond to a 'traditional' classroom setting. As soon as they see a worksheet, or are told it’s time for reading, maths or spelling they just disengage completely, and start wandering around the room and / or disrupting the class...
It was whilst researching for a Literacy assignment in a previous coursework subject that I came across the Eight Ways Pedagogy for Aboriginal learning (http://8ways.wikispaces.com/) - and it totally revolutionised the way I viewed teaching and learning within a culturally diverse classroom.
THE EIGHT WAYS FRAMEWORK
One way that teachers can incorporate Aboriginal perspectives into learning experiences is by integrating pedagogy such as the Eight Ways Framework for Aboriginal Learning. A comprehensive fact sheet can be found at the following link:
The 8-Ways Framework is expressed as a series of eight interconnected pedagogies that link with Aboriginal cultural values such as story sharing, non-linear learning and connecting with symbols and images. With this approach, teaching and learning is viewed as a holistic, non-linear, visual, kinaesthetic and social experience:
“8 ways is something that grew out of a particular ethic, a way of working that goes beyond cultural awareness, cultural sensitivity and even cultural responsiveness. It is all about relational responsiveness, a protocol of attending to relational obligations to the field you're working in, relating and responding holistically to people, land, culture, language, spirit and the relationships between these with integrity and intellectual rigour” (http://8ways.wikispaces.com).
By integrating these values into learning experiences, teachers are able to teach more than just Aboriginal content; they are able to provide a rich exploration of Aboriginal culture through Aboriginal culture, connecting learning to the cultural knowledge and values significant to Aboriginal students.
I was fortunate to have had the opportunity to observe and experience the 8-Ways pedagogy in action during my time at Lincoln Gardens, and was pleasantly surprised at the effectiveness of this approach. The following journal entry summarises a few observations of the pedagogy in practice:
DAY 6 – MONDAY 25TH AUGUST 2014 - The Relief Teacher
Today the class had a relief teacher. Knowing full well what this class can be like behaviourally, I was keen to see how Mrs P was going to approach the day.
One thing that really stood out for me today was being able to witness firsthand, how the power of a pedagogy such as the 8 Aboriginal Ways of Learning can be used to maximise engagement with learning experiences.
Two examples whereby I witnessed this pedagogy in action today were:
Story time: Instead of completing any specific targeted literacy strategies this morning, Mrs P decided to read the kids a story. This was the first time I watched the class sit through a story read by the teacher. It was incredible. The kids sat quietly, engrossed in the story – you could almost see them being taken to another place as Mrs P read ‘The Last Viking’. The one or two who couldn’t sit still got up and wandered to the other side of the room – instead of demanding that they return immediately Mrs P let them go, and sure enough, after a few minutes, they re-joined the group on the floor and quietly sat with the rest of the class. The peaceful vibe that filled the room through this story time was refreshing. I am a firm believer in the magical powers of books to enchant children of any age – and today I saw yet again how the simple act of story sharing can unite children of any background.
Applying non-verbal, kinaesthetic skills: Between recess and lunch today it became quickly evident that class motivation was sliding considerably – kids started wandering around and distracting others, getting into arguments and becoming verbally loud and obnoxious. Mrs P’s strategy was to can the maths activity that was simply not working and instead turn to an art activity – making ‘fireworks’ with paper and oil pastels smudged out in a circular fashion. What a difference it made! In no time at all everyone was at their desks, engrossed in the activity. The room became quiet as the unrest again dissipated and peace returned to the room.
The visible difference in the kids was quite astounding to see, and moreso, it was truly wonderful to see every child enjoying their time in the classroom and learning together in harmony.
The values espoused by the 8 Ways framework, in my opinion, can have true merit in any classroom. I am very excited when I think about the possibilities that the 8 Ways Pedagogy can provide for my future teaching - not just for Aboriginal students, but for all students, regardless of cultural background.
REFERENCES:
Anderson, C., & Walter .M. (2010). Indigenous perspectives and cultural identity (Chapter 4). In Hyde, M. Carpenter, L. & Conway, R. (Eds.), Diversity and inclusion in Australian schools (pp.63-87). South Melbourne, Vic.: Oxford University Press.
