Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Australian Aboriginal Music

2001 ◽  
Vol 29 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Elizabeth Mackinlay
Keyword(s):  
Teaching And Learning ◽  
Indigenous Education ◽  
Ways Of Knowing ◽  
Educational Setting ◽  
Indigenous Australian ◽  
Women's Music ◽  
Modes Of Representation ◽  
Education Today ◽  
The Many ◽  
The University

One of the biggest debates in Australian Indigenous education today revolves around the many contested and competing ways of knowing by and about Indigenous cultures and the representation of Indigenous knowledges. Using Bakhtin's theories of dialogue and voice, my concern in this paper is to explore the polyphonic nature of power relations, performance roles and pedagogical texts in the context of teaching and learning Indigenous Australian women's music and dance. In this discussion, I will focus on my experiences as a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland and my involvement in this educational setting with contemporary Indigenous performer Samantha Chalmers. Like a field experience, the performance classroom will be examined as a potential site for disturbing and dislocating dominant modes of representation of Indigenous women's performance through the construction, mediation and negotiation of Indigenous knowledge from and between both non-Indigenous and Indigenous voices.

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.

Online Support for Students’ Writing Skills Development in a Technical Communication Introductory Module

2012 ◽  
pp. 772-785
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

Adams’s Education

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Higher Learning ◽  
Western History ◽  
Ethical Implications ◽  
Technical Mastery ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
The University ◽  
Parker Palmer

The argument of this book has been based upon one major assumption, namely that epistemologies have ethical implications, that ways of knowing are not morally neutral but morally directive. Accordingly, the major contrast developed thus far has been between the Weberian epistemology that connects knowledge fundamentally to power, to the prospect of technical mastery of the world, and communitarian epistemologies that connect knowledge fundamentally to understanding, to the pursuit of the truth of matters. This broadly articulated contrast has in turn informed two distinct conceptions of academic life and of the nature and purpose of the academic vocation. On one account, the soul of the university is Wissenschaft, on the other, edification. My discussion, in this epistemological and ethical context, of religious matters, especially the suggestion that certain spiritual virtues are indispensable to learning, has thus far been justified primarily on historical grounds. I have tried to show, first, that the Weberian conception of the academic calling derived in part from a transmutation of religious terms, and second, that for most of Western history religion and higher learning were interdependent in ways that have largely escaped the notice of many present-day analysts of the university. Then, in Chapter 3, I tried to demonstrate that, in spite of the triumph of Weberianism, practices that are central to the academy, such as teaching, learning, and scholarship, still depend for their success upon the exercise of spiritual virtues like charity. If these observations are correct, my analysis and criticism of the current understanding of the academic vocation are not yet complete. For the following questions arise: Why do so many contemporary academics believe that their sense of vocation ought to conform to the ideal type developed by Weber even as they at the same time resonate to the more spiritualized conception of teaching and learning articulated by Parker Palmer? Is there a peculiarly modern and secular spirituality that gives a deep measure of meaning to the academic vocation as Weber described it and at the same time blinds its practitioners to their own necessary reliance upon virtues that are distinctively religious?

Where Do I Begin? Designing Online Learning Courses Which Work

2010 ◽  
Vol 1 (1) ◽  
pp. 14-30
Author(s):  
Kathleen P. King
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Academic Excellence ◽  
Online Classes ◽  
Prospective Students ◽  
Literature Reviews ◽  
Education Today ◽  
Plan Design ◽  
The Many

One of the greatest needs of faculty in adult and higher education today is to understand how to design distance learning courses which address the needs of their current and prospective students while upholding academic excellence and remaining feasible to develop (Simonson, Smaldino, Albright, & Zvacek, 2009; Palloff & Pratt, 2004). This article provides an overview of the rapidly changing field of distance learning with a focus on trends and lessons for faculty course design and facilitation. Beginning with distance learning, the article illustrates not only the possibilities for teaching and learning through a variety of inexpensive, popular and easy technologies, but will also leads into how to plan, design and facilitate courses which incorporate them. The basis for this model is 13 years of distance learning research, design and teaching, as well as extensive continued literature reviews. The aim is to assist faculty in identifying how to envision, plan, design and facilitate online classes which will best address the many demands they have to satisfy.

Online Support for Students' Writing Skills Development in a Technical Communication Introductory Module

2010 ◽  
pp. 280-293 ◽  
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

scholarly journals Editorial

2014 ◽  
Vol 43 (2) ◽  
pp. iii-iv
Author(s):  
Martin Nakata ◽  
Elizabeth Mackinlay
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Educational Practice ◽  
Concerted Effort ◽  
Research And Practice ◽  
Fundamental Part ◽  
The World ◽  
New Ideas ◽  
The Many

The quest to improve Indigenous people's access, participation and outcomes in education wherever we live in the world involves a concerted effort from all, and across all levels of education from the pre-school to the postgraduate sector. Improvements in these areas, as we have seen in past issues of The Australian Journal of Indigenous Education, are closely tied to improving other social and economic indicators in Indigenous lives, such as health, employment, governance and housing. The importance of research in the field of Indigenous education is a fundamental part of understanding the complexity of the issues, the level of constraints, as well as the many possibilities as we move forward in time. And, as practitioners of Indigenous education continue to keep looking for new ideas or examples of teaching and learning practice, AJIE continues to invite descriptions of educational practice and articulations of Indigenous experience from our readership. As educational research and practice have progressively become global, we have sought experiences beyond our Aeotorea/New Zealand and North American colleagues to countries and contexts that are less familiar to us. We are pleased to report that for our efforts in this regard, AJIE is now listed with SCOPUS, the largest abstract and citation database of peer-reviewed literature.

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.

Comprehensive Distance Learning Design for Adult Education

2010 ◽  
pp. 37-51
Author(s):  
Kathleen P. King
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Classes ◽  
Prospective Students ◽  
Rapid Changes ◽  
Literature Reviews ◽  
Education Today ◽  
Learning Research ◽  
The Many

Understanding and successfully designing online learning courses are among the greatest needs of faculty in adult and higher education today. An adult learning perspective emphasizes design which has rigorous academic engagement, addresses current and prospective students’ needs, while being feasible to develop (Simonson, Smaldino, Albright, & Zvacek, 2009; Palloff & Pratt, 2004). This chapter describes rapid changes in society, technology and distance learning which influence both course design and facilitation. Beginning with distance learning, the chapter illustrates the possibilities for teaching and learning through several inexpensive and easy technologies, before progressing to planning, designing and facilitating courses which incorporate them. Drawing upon 13+ years of distance learning research, design and teaching, and extensive continued literature reviews, the chapter has a robust knowledge base and model. The aim is to assist faculty in envisioning, planning, designing and facilitating online classes which best address the many demands they have to satisfy.

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