AUSTRALIAN SCHOOL STUDENTS, TEACHERS AND AIME’S UNDERSTANDING OF RESPECT: ‘Talking about the same thing but not speaking the same language’
Publication Name
The Routledge International Handbook of Equity and Inclusion in Education
Abstract
This chapter listens to a Yuin Country-centred understanding of respect to highlight the multiple understandings of respect in a teaching and learning moment. Drawing on fieldwork in Australia with the mentoring program AIME, which at this time was working on Aboriginal youth mentoring, the chapter follows a story that considers respect. We introduce two metaphors in this chapter: a metaphor of nutrition to examine the binary between assimilation and mal-assimiliation and secondly, the metaphor the tripod for taking a photo from multiple ways of seeing respect. This chapter argues that, to improve learning and teaching with Aboriginal learners, respect needs to be thought through differently, and the relationship with Country needs to be centred. We argue that capacity for healing is afforded when, with a deliberate intent, we welcome the different ways of understanding respect.
Open Access Status
This publication is not available as open access
First Page
431
Last Page
447