Andrew Chodkiewicz

Burridge, N., Chodkiewicz, A.K. & Whalan, F. 2012, 'A Study of Action Learning And Aboriginal Cultural Education' in Burridge, N, Whalen, F. & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 33-46.
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A team of education researchers from the University of Technology, Sydney, Australia was commissioned to carry out a study of the Quality Teaching Indiginous Project. The schools' action learning projects aimed at providing teachers with professional learning about Aboriginal cultural knowledge and its application for culturally appropriate pedagogical practices in the classroom. The ultimate objective of the prroject was improvement in student engagement and learning with an emphasis on (English) literacy and numeracy.

Burridge, N. & Chodkiewicz, A.K. 2012, 'An Historical Overview Of Aboriginal Education Policies in The Australian Context' in Burridge, N, Whalen, F. & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 11-22.
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The history of the education of Aboriginal children in NSW since 1788 and in other states of Australia, covers periods of major policy shifts that until the late 1960s saw Aboriginal children suffer under a system of discrimination that variously separated, segregated, excluded, 'protected' or removed them from their families. It is important to revisit this history by highlighting aspects of these policy shifts as they provide the context for a deeper understanding of current Aboriginal and Torres Strait Islander education programs and policies that seek to enable Indigenous children and young people to gain access to educational opportunities offered to all students.

Burridge, N. & Chodkiewicz, A.K. 2012, 'The Journey Continues' in Burridge, N, Whalen, F. & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 139-154.
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The Quality Teaching Indigenous Project school studies described in the previous chapters focused on improving teacher quality in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. This federally funded initiative, administered by the state education department impacted on many students (Aboriginal and non Aboriginal) and teachers in twenty schools as they engaged in a journey of learning about, and improving their understanding of, Aboriginal histories and culture.

Burridge, N. & Chodkiewicz, A.K. 2010, 'Action Against Racism and Discrimination: Progressing Human Rights in the Global Context' in P. G. Kirchschlager & T. Kirchschlager (eds), Menschenrechte und Digitalisierung des Alltags. 7. Internationales Menschenrechtsforum, Stampfli Verlag, Bern, pp. 361-370.
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Chapter deals with human rights education in the curriculum in Australia and the place of HR education in the global context.

Widin, J., Yasukawa, K. & Chodkiewicz, A.K. 2012, 'Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching', Australian Journal Of Adult Learning, vol. 52, no. 1, pp. 9-38.
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The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of postmethod pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners.

Morgan, L. & Chodkiewicz, A.K. 2011, 'Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities', Heritage Language Journal, vol. 8, no. 2, pp. 81-96.
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Using data from observations, audio and video recordings, interviews with mothers and carers as well as interviews with play-group workers, literacy specialists and community workers, this paper will examine the challenges facing these families as their children prepare for schools in which their home language will be Ô++submerged.´+¢´+¢Y The case study includes an evaluation of a bilingual program within informal playgroups aimed at strengthening home language use among children from the Maori and Tongan communities. The program was designed and implemented in collaboration with these communities as a part of research discussed in this paper. The evaluation will examine the benefits and limitations of such programs as well as foregrounding those strategies that engage and support families in their efforts to maintain their home language

Burridge, N. & Chodkiewicz, A.K. 2010, 'Approaches to Human Rights Education: A Study of School Education', Learning and Teaching, vol. 3, no. 2, pp. 21-37.
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Article based on research on how schools are approaching Human Rights Education

Burridge, N. & Chodkiewicz, A.K. 2010, 'Challenges in addressing cultural diversity: Approaches in Sydney schools', International Journal of Diversity in Organisations, Communities and Nations, vol. 10, no. 3, pp. 281-294.
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An essential challenge for school educators continues to be how to better represent and negotiate the complexities of classrooms and school communities that are increasingly culturally and linguistically diverse. Schools approach cultural diversity in various ways. Drawing on a qualitative study in a number of government schools, we report on three different approaches engaged by schools in three culturally diverse areas of Sydney. These approaches are often shaped by socio-cultural factors such as the nature of the school and its related community, the commitment of teachers, particularly the executive leadership and the localised issues that may impact on school and community programs. Findings suggest that it is time for school educators to renew their efforts - in a more strategic and focused way - to provide an integrated, resources rich, whole school approach to educating for cultural and linguistic diversity that builds relationships between our diverse communities and empowers all students to succeed at scho

Chodkiewicz, A.K., Widin, J. & Yasukawa, K. 2010, 'Making connections to re-engage young people in learning: dimensions of practice', Literacy & Numeracy Studies, vol. 18, no. 1, pp. 35-51.
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The education of young people who have previously been excluded from formal education is a field often associated with a high risk of failure + failure for the learners, teachers and the program. In researching the teaching practices in this field, it is tempting for the researcher to do so through the lens of what they perceive as the pedagogical theories that should be informing contemporary practice. In the field of literacy and numeracy education, the social practices approach has gained prominence among researchers who are sympathetic to a socio-cultural study of literacy and numeracy because of its inclusiveness of multiple literacies and numeracies that can be found in different social contexts. This article analyses one of four case studies in a research project on the teaching practices of experienced literacy and numeracy teachers: teaching literacy and numeracy to socially excluded young people in an inner city youth centre. In their research, the authors had to critically challenge their taken for granted assumptions about what a pedagogy informed by a social practices approach to literacy and numeracy should look like. The teaching methods that they observed at the youth centre, while clearly effective + particularly in establishing connections with the learners to form strong relationships of mutual trust - appeared on the surface to defy some of the key features of a social practices approach. In understanding the apparent contradictions between what the authors had expected to see and what they were seeing, Kemmis+s framework for the study of practice that is based on the notion of practices as reflexive and dialectical proved fruitful. The framework allowed us to interpret both the theory (the social practices approach to literacy and numeracy) and the practices at the youth centre in more nuanced ways that deepened our appreciation of the theory + practice relationship.

Burridge, N., Buchanan, J.D. & Chodkiewicz, A.K. 2009, 'Dealing with Difference: Building Culturally Responsive Classrooms', Cosmopolitan Civil Societies: An Interdisciplinary Jo..., vol. 1, no. 3, pp. 68-83.
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Australia continues to develop as a multicultural society with levels of immigration increasing significantly in recent years. The current financial turmoil, continuing threats from terrorism and environmental concerns, have all intensified the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally responsive classrooms is a perennial issue for policy makers, teachers and teacher educators. A major challenge for teachers in particular, is to at a minimum, understand cultural differences as they manifest in their particular school settings. Also to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of current school policies, and highlight a number of frameworks for addressing cultural diversity in the classroom. We draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney schools to discuss the need for greater resource and policy support for progressive and innovative teaching approaches that will support the development of inclusive communities.

Flowers, R. & Chodkiewicz, A.K. 2009, 'Communities and schools tackling sustainability and climate change: the Australian Sustainable Schools Initiative in NSW', Australian Journal of Environmental Education, vol. 25, pp. 71-83.
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Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of more effective community and school relationships. We are interested in the possibilities of enabling more authentic and transformative learning experiences in community and school relationships, by developing a more analytical approach to communities and schools working together. Drawing on Uzzell's (1999) framework and a number of recent empirical studies we describe how communities and schools in one Australian State, New South Wales, have been working together for environmental sustainability. We point to how the links between local communities and schools continue to be under-utilised, and suggest ways that these important relationships can be strengthened and extended.

Flowers, R. & Chodkiewicz, A.K. 2009, 'Developing a more research-oriented and participant-directed learning culture in the Australian environment movement', Australian Journal of Adult Learning, vol. 49, no. 2, pp. 294-318.
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Morgan, L. & Chodkiewicz, A.K. 2009, 'Early Literacy in Informal Settings: Supporting Home Literacy Practices', International Journal of Learning, vol. 16, no. 7, pp. 263-273.
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Early literacy is a key factor in a childÔ++s development in the years before they start school. It often is used as one of the key indicators of a childÔ++s early development, and as shown in various longitudinal studies, it affects the way children progress through school and their later life. As the evidence of the benefits of early intervention accumulates, there needs to be more recognition of the place of early literacy within early intervention strategies in disadvantaged communities. A significant proportion of children, living in disadvantaged communities, and outside the formal early childhood system (pre-school, long day care or occasional care), start school with little exposure to any significant level or range of early literacy practices. This paper reports on a qualitative study with Aboriginal and CALD mothers and carers in an inner city part of Sydney, who attended mothers groups or supported playgroups. Taking a socio-cultural approach the study explores the views of front-line community workers and the experiences of mothers and carers with early literacy in a range of informal community based settings and programs. The research has implications for the development of strategies to support the development of programs in informal settings and the development of strategies to engage and support parents and carers.

Chodkiewicz, A.K., Widin, J. & Yasukawa, K. 2008, 'Engaging Aboriginal Families to Support Student and Community Learning', Dispora, Indigenous and Minority Education, vol. 2, no. 1, pp. 64-81.
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Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framework, critical pedagogy, and a social practice theory of literacy, the authors develop insights about how strengthening family and community relations with schools can help all parties through developing practical approaches to family engagement and addressing disengagement and resistance to engagement with schools and learning. The authors conclude that educators, project workers, and researchers need to become more literate about the families and communities within and around a school, and make a consistent effort to reach out and include families and the local communities.

Hayes, D.N. & Chodkiewicz, A.K. 2006, 'School-community links: supporting learning in the middle years', Research Papers in Education, vol. 21, no. 1, pp. 3-18.
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Chodkiewicz, A.K., Johnston, B. & Yasukawa, K. 2005, 'Educating Parents: The Evenstart financial literacy program', Literacy and Numeracy Studies, vol. 14, no. 1, pp. 33-47.
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Burridge, N. & Chodkiewicz, A.K. 2011, 'Education for Human Development : A Human Rights Education Perspectives', Hobart, Tasmania, November 2011 in International Education Research Conference, ed TBA, Conference Design Pty Ltd, Hobart.

Yasukawa, K., Widin, J., Chodkiewicz, A.K. 2008, 'The benefits of adults learning numeracy', Mathematics Education and Society, Albufeira, Portugal, February 2008 in Proceedings of the Fifth Mathematics Education and Society Conference, ed Joao Filipe Matos, Paola Valero, Keiko Yasukawa, Centro de Investigcao em Educacao Universidade de Lisbon & Department of Education, Learning & Philo, Portugal, pp. 495-504.
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We examine the benefits of adult numeracy learning in the current Australian context by drawing on Schuller+s framework for analysing the benefits of learning in terms of three capitals: human capital, social capital and identity capital. We argue that although the current adult education policy framework in Australia is biased towards the achievement of only one of the three capitals + human capital, the practices of experienced adult educators help to extend the benefits of learning to encompass identity and social capital benefits. We take a case study of a numeracy workshop in an Adult Basic Education (ABE) program in Australia to show how one teacher exemplifies teaching practice that despite the policy gap, helps her learners reap a range of benefits from their numeracy learning.