Alma Fleet - Academia.edu (original) (raw)
Papers by Alma Fleet
Rethinking Play As Pedagogy, 2019
Change: …, 2003
Preparation of qualified Indigenous early childhood teachers is essential to the success of commu... more Preparation of qualified Indigenous early childhood teachers is essential to the success of community based early childhood services. This paper explains the development of a program designed to support such teachers. The Bachelor of Teaching (Early Childhood Services) program is unique in offering a professionally recognised teaching qualification in early childhood to Indigenous Australians. It targets mature-aged people who are working in early childhood settings such as childcare centres and preschools. Many who undertake the degree have extensive professional experience but have not had access to a program which allows them to remain within their community and in employment while studying. The program has been offered at Macquarie University since 1998 and now draws students from four states. A key characteristic of the program is that it embeds 'both-ways' learning, a pedagogy which recognises all participants as both teachers and learners.8 page(s
Journal of Early Childhood Literacy, 2015
Australian Journal of Teacher Education, 2012
Little information is available about the employment trajectories of Aboriginal and Torres Strai... more Little information is available about the employment
trajectories of Aboriginal and Torres Strait islander peoples pursuing
university professional qualifications. This article describes a context in
which cultural space, issues of identity, pragmatics of employment,
family and community and a bureaucratic regulatory environment
intersect to create scenarios that are multi-facetted and layered in
complexity. As has been demonstrated clearly in other arenas
(Richardson & Watt, 2006), the move towards professional teacher
education qualification is not linear or straightforward. To add to the
knowledge base in this area, the focus in this study is on university
graduates of a teacher education degree targeting people of Aboriginal
and Torres Strait Islander heritage. This landscape of professional
pathways offers material for educators and policy-makers to consider
in the drive to ‘close the gap’ in Indigenous educational opportunity in
Australia and in related circumstances elsewhere.
Note that terms such as ‘Aboriginal’ and ‘Indigenous peoples’ are used
as general signifiers and may not be the group terms favoured by the
people to whom they refer, but have been accepted as place-holders for
complex identifications of lineage and personal identification.
Aboriginal peoples should also be aware that this paper may refer to
people who are no longer with us.
Australian Journal of Teacher Education, 2012
Little information is available about the employment trajectories of Aboriginal and Torres Strait... more Little information is available about the employment
trajectories of Aboriginal and Torres Strait islander peoples pursuing
university professional qualifications. This article describes a context in
which cultural space, issues of identity, pragmatics of employment,
family and community and a bureaucratic regulatory environment
intersect to create scenarios that are multi-facetted and layered in
complexity. As has been demonstrated clearly in other arenas
(Richardson & Watt, 2006), the move towards professional teacher
education qualification is not linear or straightforward. To add to the
knowledge base in this area, the focus in this study is on university
graduates of a teacher education degree targeting people of Aboriginal
and Torres Strait Islander heritage. This landscape of professional
pathways offers material for educators and policy-makers to consider
in the drive to ‘close the gap’ in Indigenous educational opportunity in
Australia and in related circumstances elsewhere.
Note that terms such as ‘Aboriginal’ and ‘Indigenous peoples’ are used
as general signifiers and may not be the group terms favoured by the
people to whom they refer, but have been accepted as place-holders for
complex identifications of lineage and personal identification.
Aboriginal peoples should also be aware that this paper may refer to
people who are no longer with us.
Unlocking Practitioner Inquiry
Routledge eBooks, Jun 5, 2019
Framed as portraiture, this narrative inquiry helps in understanding a potentially contested aren... more Framed as portraiture, this narrative inquiry helps in understanding a potentially contested arena. As two women reflecting on our multiple positionings as teacher educators, we share situated memories as explanations for recommendations about working in cultural borderlands. Sited in Australia, but inviting conversation with others in similar circumstances wherever they may be, the stories embrace a tangled web of intentions, empathy, privilege, advocacy and opportunity. Having sought previously to foreground both Indigenous and academic voices in a form of border crossing, we now also consider our own voices as orang puteh (white people) and interrogate our own privileged research positioning. In this alternative presentation, findings relate to woven threads of Respect, Partnership, Advocacy and Identity.
Academia letters, Jun 11, 2022
Chapter Literacy assessment: understanding and recording meaningful data Alma Fleet and Jane Torr... more Chapter Literacy assessment: understanding and recording meaningful data Alma Fleet and Jane Torr* Abstract. ... For example, one person might look at the'learning stories'(eg Carr 2001) emerging from New Zealand and see them as a much needed opening up of record ...
Routledge eBooks, Apr 26, 2023
Rethinking Play As Pedagogy, 2019
Change: …, 2003
Preparation of qualified Indigenous early childhood teachers is essential to the success of commu... more Preparation of qualified Indigenous early childhood teachers is essential to the success of community based early childhood services. This paper explains the development of a program designed to support such teachers. The Bachelor of Teaching (Early Childhood Services) program is unique in offering a professionally recognised teaching qualification in early childhood to Indigenous Australians. It targets mature-aged people who are working in early childhood settings such as childcare centres and preschools. Many who undertake the degree have extensive professional experience but have not had access to a program which allows them to remain within their community and in employment while studying. The program has been offered at Macquarie University since 1998 and now draws students from four states. A key characteristic of the program is that it embeds 'both-ways' learning, a pedagogy which recognises all participants as both teachers and learners.8 page(s
Journal of Early Childhood Literacy, 2015
Australian Journal of Teacher Education, 2012
Little information is available about the employment trajectories of Aboriginal and Torres Strai... more Little information is available about the employment
trajectories of Aboriginal and Torres Strait islander peoples pursuing
university professional qualifications. This article describes a context in
which cultural space, issues of identity, pragmatics of employment,
family and community and a bureaucratic regulatory environment
intersect to create scenarios that are multi-facetted and layered in
complexity. As has been demonstrated clearly in other arenas
(Richardson & Watt, 2006), the move towards professional teacher
education qualification is not linear or straightforward. To add to the
knowledge base in this area, the focus in this study is on university
graduates of a teacher education degree targeting people of Aboriginal
and Torres Strait Islander heritage. This landscape of professional
pathways offers material for educators and policy-makers to consider
in the drive to ‘close the gap’ in Indigenous educational opportunity in
Australia and in related circumstances elsewhere.
Note that terms such as ‘Aboriginal’ and ‘Indigenous peoples’ are used
as general signifiers and may not be the group terms favoured by the
people to whom they refer, but have been accepted as place-holders for
complex identifications of lineage and personal identification.
Aboriginal peoples should also be aware that this paper may refer to
people who are no longer with us.
Australian Journal of Teacher Education, 2012
Little information is available about the employment trajectories of Aboriginal and Torres Strait... more Little information is available about the employment
trajectories of Aboriginal and Torres Strait islander peoples pursuing
university professional qualifications. This article describes a context in
which cultural space, issues of identity, pragmatics of employment,
family and community and a bureaucratic regulatory environment
intersect to create scenarios that are multi-facetted and layered in
complexity. As has been demonstrated clearly in other arenas
(Richardson & Watt, 2006), the move towards professional teacher
education qualification is not linear or straightforward. To add to the
knowledge base in this area, the focus in this study is on university
graduates of a teacher education degree targeting people of Aboriginal
and Torres Strait Islander heritage. This landscape of professional
pathways offers material for educators and policy-makers to consider
in the drive to ‘close the gap’ in Indigenous educational opportunity in
Australia and in related circumstances elsewhere.
Note that terms such as ‘Aboriginal’ and ‘Indigenous peoples’ are used
as general signifiers and may not be the group terms favoured by the
people to whom they refer, but have been accepted as place-holders for
complex identifications of lineage and personal identification.
Aboriginal peoples should also be aware that this paper may refer to
people who are no longer with us.
Unlocking Practitioner Inquiry
Routledge eBooks, Jun 5, 2019
Framed as portraiture, this narrative inquiry helps in understanding a potentially contested aren... more Framed as portraiture, this narrative inquiry helps in understanding a potentially contested arena. As two women reflecting on our multiple positionings as teacher educators, we share situated memories as explanations for recommendations about working in cultural borderlands. Sited in Australia, but inviting conversation with others in similar circumstances wherever they may be, the stories embrace a tangled web of intentions, empathy, privilege, advocacy and opportunity. Having sought previously to foreground both Indigenous and academic voices in a form of border crossing, we now also consider our own voices as orang puteh (white people) and interrogate our own privileged research positioning. In this alternative presentation, findings relate to woven threads of Respect, Partnership, Advocacy and Identity.
Academia letters, Jun 11, 2022
Chapter Literacy assessment: understanding and recording meaningful data Alma Fleet and Jane Torr... more Chapter Literacy assessment: understanding and recording meaningful data Alma Fleet and Jane Torr* Abstract. ... For example, one person might look at the'learning stories'(eg Carr 2001) emerging from New Zealand and see them as a much needed opening up of record ...
Routledge eBooks, Apr 26, 2023