4. Indigenous Education and Indigenous Studies in the Australian Academy: Assimilationism, Critical Pedagogy, Dominant Culture Learners and Indigenous Knowledges Marcelle Cross-Townsend 68

2016 ◽  
Keyword(s):  
Critical Pedagogy ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Dominant Culture ◽  
Indigenous Knowledges ◽  
Australian Academy

scholarly journals Introduction: Issues in (Re)Contesting Indigenous Knowledges and Indigenous Studies

2007 ◽  
Vol 36 (S1) ◽  
pp. 1-6 ◽  
Author(s):  
Sandra Phillips ◽  
Jean Phillips ◽  
Sue Whatman ◽  
Juliana McLaughlin
Keyword(s):  
Indigenous Studies ◽  
Indigenous Knowledges

Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses

2010 ◽  
Vol 39 (S1) ◽  
pp. 40-52 ◽  
Author(s):  
Berice Anning
Keyword(s):  
Indigenous Knowledge ◽  
Cultural Competency ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Department Of Education ◽  
Disciplinary Culture ◽  
Learning And Teaching ◽  
Workplace Relations ◽  
The University ◽  
Professional Capacity

AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

scholarly journals Healing through Geography: A Spatial-Learning Analysis and Praxis

2022 ◽  
Author(s):  
Kaleb Germinaro
Keyword(s):  
Critical Pedagogy ◽  
Learning Environments ◽  
Spatial Learning ◽  
Students Of Color ◽  
Black Feminism ◽  
Indigenous Studies ◽  
Sustaining Change ◽  
Design Of Learning Environments ◽  
Conceptual Foundations ◽  
Learning Analysis

Learning takes place in and across settings. In this conceptual piece, a spatial-learning praxis is presented to understand geographic trauma to invoke healing from trauma through. I begin by providing a context of the links between oppression and trauma. I then highlight how it persists for learners and the consequences trauma has for students of color. I then build off of critical pedagogy, learning theory, Black feminism, Black geographies, and Indigenous studies to describe a form of learning and transformation that is dedicated to elements of healing centered learning. I briefly review these conceptual foundations as a preface to introducing a framework of healing centered learning and its components grounded in four anchors including (in no particular order): (a) learning and identity (b) geography (c) and oppression and trauma. Understanding geo-onto-epistemologies allows for mechanisms for learning to move past resilience and into healing, sustaining change over time. I conclude with learning and the applications to heal identities through the design of learning environments and spatial analysis.

Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance

2019 ◽  
Author(s):  
Jay Phillips
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Limited Attention ◽  
Policy Agenda ◽  
Student Resistance ◽  
Learning Space ◽  
Indigenous Australian ◽  
Indigenous Cultures ◽  
Indigenous Learners

“Redressing Aboriginal disadvantage” through Indigenous education policy and studies has been on the policy agenda in Australian institutions for several decades. With notable exceptions, Indigenous studies programs have tended to position Indigenous peoples as objects of study. These objectifications still largely pivot around constructions of Indigenous cultures and peoples through deficit or essentializing discourses. The apprehension of these limiting discourses in Indigenous Australian studies for non-Indigenous learners contribute to the reproduction and reinforcement of contemporary justifications for Indigenous peoples’ colonial disenfranchisement. Often, limited attention is given to examining the relationality of knowledge, people, and ideas in (neo)colonial domains and, subsequently, to the deconstruction of the epistemological conditions under which Indigenous peoples were and are “known.” The Indigenist Standpoint Pedagogical (ISP) framework was designed to develop critical tools for all students to understand the epistemic forces that empower their worldviews and behaviors. The key question for an ISP framed learning space shifts is not, “What do students need to know about Indigenous peoples and experiences?” but rather, “Where does my knowledge come from and what is its purpose and impact on the way I relate to, and form, understandings about Australian history and Indigenous Australian peoples and experiences?” In the latter approach, students are exposed to opportunities to theorize and examine structural privilege. They engage in critical self-enquiry to interrogate the conditions that impact on their interpretations of Indigenous and non-Indigenous Australian experiences throughout history and into the 21st century. In this sense, ISP is an inherently reformative, relational, and critically reflexive framework that supports and facilitates the reintegration of Indigenous knowledge perspectives in ways that interrupt the enduring impact of the colonial narrative.

scholarly journals Editorial

2013 ◽  
Vol 42 (2) ◽  
pp. iii-iii
Keyword(s):  
Classroom Teacher ◽  
Indigenous Education ◽  
South Australia ◽  
Indigenous Studies ◽  
Research Centre ◽  
Cooperative Research ◽  
Education Systems ◽  
Remote Education ◽  
Educational Administrator ◽  
Indigenous Schooling

It is with pleasure we present this Special Issue of The Australian Journal of Indigenous Education, which is devoted to the research being conducted by the Remote Education Systems (RES) project in a range of sites in Western Australia, the Northern Territory and South Australia. The RES project is a 5-year project and represents one theme within the larger research program of the Cooperative Research Centre for Remote Economic Participation (CRC-REP). The AJIE welcomes the chance to circulate the progress of this important work to our readership, many of whom are committed to improving Indigenous schooling. We particularly welcome the chance to devote an entire edition to remote Indigenous education, for the challenges in this context are not well understood, but are often the subject of public comment and opinion from all quarters. The RES project is investigating and challenging the assumptions that underpin the current rationales of Indigenous remote education systems. The AJIE is also pleased to welcome John Guenther and Melodie Bat as our Guest Editors for this volume. We also thank Professor Jeannie Herbert, Foundation Chair of Indigenous Studies at Charles Sturt University, for her Introduction to the journal articles. Born in the remote Kimberley, Jeannie has been a classroom teacher and educational administrator. She is best known as an Indigenous academic who has been an active Indigenous education advocate, researcher, author and speaker for many years. We look forward to your engagement with the themes and issues contained in this special edition and in future editions of AJIE.

Special Schooling for Indigenous Students: a New Form of Racial Discrimination?

2006 ◽  
Vol 35 ◽  
pp. 44-53 ◽  
Author(s):  
Loretta de Plevitz
Keyword(s):  
Intellectual Disability ◽  
Cultural Differences ◽  
Racial Discrimination ◽  
Indigenous Education ◽  
Educational Systems ◽  
Dominant Culture ◽  
Systemic Racism ◽  
Indigenous Students ◽  
New Form ◽  
Special Classes

AbstractRecent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks whether systemic racism, which fails to perceive cultural differences between the ethos of Australian educational systems and the experiences and abilities of Indigenous students, is the catalyst for placing many Indigenous students in special schooling, away from the mainstream. The paper applies an analysis based on anti-discrimination law to argue that while allocation on the basis of intellectual disability or behaviour disorders may not be deliberate racism, the criteria developed for the allocation may be measuring conformity to the dominant culture. If the policies underlying this segregation are unreasonable in the circumstances, they could constitute indirect racial discrimination against Indigenous students. Educational authorities could be liable in law, even though the effect on Indigenous students is unintentional and said to be for the students’ “own good”.

scholarly journals Editorial

2016 ◽  
Vol 45 (2) ◽  
pp. iii-iv
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Critical Pedagogy ◽  
Indigenous Peoples ◽  
Torres Strait Islander ◽  
Indigenous Education ◽  
Australian Journal ◽  
Global Politics ◽  
Bell Hooks ◽  
Indigenous Children ◽  
Educational Climate ◽  
Flow Through

We are honoured to present this issue of The Australian Journal of Indigenous Education. It is a sentiment we express each time an issue is released but rarely do we unpack what this is exactly. Formerly, the Aboriginal Child at School, The Australian Journal of Indigenous Education has resisted and persisted the tide of state, Federal and global politics which ebb and flow through our work in Aboriginal and Torres Strait Islander education, and Indigenous education more broadly. Appearing sometimes as friend, sometimes as foe, and perhaps many more times as both, such practices, policies and politics present ongoing challenges for us but nevertheless, we are still here searching for and speaking particular kinds of justice into the space for the Indigenous children, their families and communities that matter to us. The current educational climate of neoliberalism — replete as it is with individualism, competition, measurement and accountability — is certainly no different but we are still here — persisting and resisting. We are still on our way to the kind of education we seek for Indigenous peoples at all levels locally, nationally and globally and the papers in this issue represent that search. To quote bell hooks in Teaching to Transgress, a much loved scholar in critical pedagogy, ‘the academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitation, remains a location of possibility’ (1994, p. 207). The ongoing search to move beyond boundaries characterises much of the work that appears in The Australian Journal of Indigenous Education and it is this sentiment which we are honoured to present.

The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education

2012 ◽  
Vol 41 (1) ◽  
pp. 18-25 ◽  
Author(s):  
Zane Ma Rhea ◽  
Lynette Russell
Keyword(s):  
Indigenous Education ◽  
Indigenous Studies ◽  
Transformative Education ◽  
Invisible Hand ◽  
Indigenous Australian ◽  
Learning And Teaching ◽  
Research And Teaching ◽  
Funded Project ◽  
Sustained Effort ◽  
Pedagogical Approaches

The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, and while there is tension between these areas rather than see as a problem we chose to interrogate this and argue for the potential for fruitful intellectual collaboration. This article problematises pedagogy and finds that sustained effort needs to be made to understand how pedagogical approaches to Australian Indigenous studies and Indigenous education are guiding and shaping each cognate area.

Sign in / Sign up

Export Citation Format

Share Document