Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice

Authors

Samantha McMahon, University of WollongongFollow
Valerie Harwood, University of WollongongFollow
Gawaian Bodkin-Andrews, University of Technology, Sydney
Sarah Elizabeth O'Shea, University of WollongongFollow
Anthony D. McKnight, University of WollongongFollow
Paul A. Chandler, University of WollongongFollow
Amy Priestly, Australian Indigenous Mentoring Experience

RIS ID

109085

Publication Details

McMahon, S., Harwood, V., Bodkin-Andrews, G., O'Shea, S., McKnight, A., Chandler, P. & Priestly, A. (2017). Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice. Pedagogy Culture and Society, 25 (1), 43-58.

Abstract

The Australian Indigenous Mentoring Experience (AIME) is a national, extra-curricular mentoring programme that is closing the educational gap for young Indigenous Australians. So what is AIME doing that is working so well? This article draws on a large-scale classroom ethnography to describe the pedagogies that facilitate the teacher-student relationships in this programme. We use Shawn Wilson's theorisation of Indigenous ways of knowing in order to 'unpack' how these approaches succeeded in creating the egalitarian and trust-filled relationships reportedly experienced in the AIME programme.

Grant Number

ARC/DP140103690