scholarly journals Editorial

2012 ◽  
Vol 41 (1) ◽  
pp. iii-iii
Author(s):  
Martin Nakata ◽  
Elizabeth Mackinlay
Keyword(s):  
Teaching And Learning ◽  
New South ◽  
Indigenous Studies ◽  
Special Edition ◽  
Learning And Teaching ◽  
South Wales ◽  
Curriculum Renewal ◽  
Pedagogical Innovations ◽  
Key Participants ◽  
Renewal Project

The AIJE has an established tradition of publishing special Supplements to highlight papers on a particular topic. This special edition of the AJIE is an outcome of a 2-year curriculum renewal project funded by the Australian Learning and Teaching Council, which focused on teaching and learning practice in Australian Indigenous studies. The project involved collaboration between academics of Australian Indigenous studies in Queensland, New South Wales, Victoria, Tasmania and the Northern Territory. The articles in this special edition comprise descriptions of pedagogical innovations and discussions or reflections on the issues engaged in the course of the project by some of the key participants.

scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

Rethinking Majors in Australian Indigenous Studies

2014 ◽  
Vol 43 (1) ◽  
pp. 8-20 ◽  
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Sarah Keech ◽  
Reuben Bolt
Keyword(s):  
Teaching And Learning ◽  
Focal Point ◽  
Indigenous Studies ◽  
Depth Of Knowledge ◽  
Learning And Teaching ◽  
Learning Practices ◽  
Interface Theory ◽  
Course Sequences ◽  
Learning Frameworks ◽  
Indigenous Thought

The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

A Discussion With Sandy O’Sullivan About Key Issues for the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 52-57
Author(s):  
Katelyn Barney
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Indigenous Studies ◽  
Tertiary Level ◽  
Important Work ◽  
Learning And Teaching ◽  
The Future ◽  
Key Issues

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.

scholarly journals The transformative potential of Southern SOTL for Australian Indigenous Studies

2017 ◽  
Vol 1 (1) ◽  
pp. 108
Author(s):  
Susan Page
Keyword(s):  
Teaching And Learning ◽  
Social Justice Education ◽  
Complex Problem ◽  
Indigenous Studies ◽  
Short Paper ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Transformative Potential ◽  
Indigenous Perspectives

The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically.   How to cite this reflective piece:   PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Assessing Young Children's Arithmetical Strategies and Knowledge: Providing Learning Opportunities for Teachers

2002 ◽  
Vol 27 (3) ◽  
pp. 31-36 ◽  
Author(s):  
Robert J. Wright
Keyword(s):  
Teaching And Learning ◽  
New South ◽  
Relevant Literature ◽  
Student Assessment ◽  
Learning Opportunities ◽  
Early Numeracy ◽  
Part C ◽  
South Wales ◽  
Early Number ◽  
And Mathematics

Two interrelated initiatives in early numeracy are briefly described—the Count Me In Too Project in New South Wales, and Mathematics Recovery. The article then focuses on an approach to student assessment which is used in both initiatives. This approach enables teachers to better understand young children's early arithmetical strategies and knowledge. The approach is described in three parts: Part A focuses on initial strategies for addition or subtraction; for example, counting-from-one, counting-on, using finger patterns, and using strategies other than counting by ones. Part B focuses on strategies to solve two-digit subtraction and strategies for incrementing by tens and ones. And Part C focuses on strategies for early multiplication and division. Following this, the strategies which have been described in each part are discussed in terms of their relative sophistication. The discussion includes links to relevant literature and issues relevant to the teaching of early numbers. The conclusion lists six important points about early number teaching and learning.

Introduction: Exploring the Scope of the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Katelyn Barney ◽  
Cindy Shannon ◽  
Martin Nakata
Keyword(s):  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning Approaches ◽  
Future Directions ◽  
National Network ◽  
Learning And Teaching ◽  
Key Issues ◽  
Effective Teaching And Learning

The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.

scholarly journals The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia

2021 ◽  
Vol 9 (1) ◽  
pp. p1
Author(s):  
Mary Helou, Ph.D. ◽  
Linda Crismon, Ed.D. ◽  
Christopher Crismon, M. S. P.
Keyword(s):  
Case Studies ◽  
Educational System ◽  
Teaching And Learning ◽  
New South ◽  
New South Wales ◽  
Educational Reforms ◽  
Full Time ◽  
Clear Cut ◽  
South Wales ◽  
The Impact

“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland

2014 ◽  
Vol 43 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Katelyn Barney
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Indigenous Education ◽  
Pilot Project ◽  
Indigenous Australian ◽  
Learning And Teaching ◽  
Education Theory ◽  
Curriculum Renewal ◽  
The University

This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.

scholarly journals Editorial

2010 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Aileen Moreton-Robinson ◽  
Maggie Walter
Keyword(s):  
Nineteenth Century ◽  
Indigenous People ◽  
New South ◽  
Tobacco Consumption ◽  
Mortality Rates ◽  
Indigenous Studies ◽  
Knowledge Capital ◽  
South Wales ◽  
Tobacco Addiction ◽  
Hunter Region

In this of the International Journal of Critical Indigenous Studies, the articles reveal how competing economies of knowledge, capital and values are operationalised through colonising power within inter-subjective relations. Writing in the Australian context, Greg Blyton demonstrates how tobacco was used by colonists as a means of control and exchange in their relations with Indigenous people. He focuses on the Hunter region of New South Wales, Australia, in the early to mid-nineteenth century to reveal how colonists exchanged tobacco for food, safe passage and Indigenous services. Blyton suggests that these colonial practices enabled tobacco addiction to spread throughout the region, passing from one generation of Indigenous people to another. He asks us to consider the link between the colonial generation of Indigenous tobacco consumption and addiction, and Indigenous mortality rates today whereby twenty percent of deaths are attributed to smoking.

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