| 000 | 01936nab a22002417a 4500 | ||
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| 001 | 1969 | ||
| 003 | BCACCS | ||
| 005 | 20150728084332.0 | ||
| 008 | 100412s2007 aca s 000 0 eng d | ||
| 040 | _aBCACCS | ||
| 100 | 1 |
_aFleet, Alma _9319 |
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| 245 | 1 | 0 |
_aUniversity-qualified Indigenous early childhood teachers _cAlma Fleet, Ros Kitson, Bevan Cassady, Ross Hughes _h[electronic resource] : _bvoices of resilience / |
| 260 | _c2007. | ||
| 300 |
_a1 online resource (p. 17-25) : _bdigital, PDF file |
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| 520 | 3 | _aDemonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of ‘both ways’ learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualifications and extend their professional contributions. | |
| 650 | 0 |
_aChild care workers _xTraining of _zAustralia _9289 |
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| 700 | 1 |
_aKitson, Ros _9320 |
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| 700 | 1 |
_aCassady, Bevan _9321 |
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| 700 | 1 |
_aHughes, Ross _9322 |
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| 773 | 0 |
_tAustralasian Journal of Early Childhood _gVol. 32, no. 3 (September 2007), p. 17-25 |
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| 856 | 4 | 0 |
_uhttp://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0703.pdf _zFull text |
| 942 |
_2z _cARTICLE |
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_c1185 _d1185 |
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