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

Journal Article


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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.

Publication Date


  • 2017

Citation


  • 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.

Scopus Eid


  • 2-s2.0-84981249179

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3598&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2597

Number Of Pages


  • 15

Start Page


  • 43

End Page


  • 58

Volume


  • 25

Issue


  • 1

Place Of Publication


  • United Kingdom

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.

Publication Date


  • 2017

Citation


  • 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.

Scopus Eid


  • 2-s2.0-84981249179

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3598&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2597

Number Of Pages


  • 15

Start Page


  • 43

End Page


  • 58

Volume


  • 25

Issue


  • 1

Place Of Publication


  • United Kingdom