Reclaiming Aboriginal knowledge at the cultural interface
Yunkaporta, Tyson, and McGinty, Sue (2009) Reclaiming Aboriginal knowledge at the cultural interface. Australian Educational Researcher, 36 (2). pp. 55-72.
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Many studies and papers have explored and critiqued the “what” and the “why” of working at the cultural interface of mainstream curricula and local Indigenous knowledge, but this project sought to understand the “how”. Participants went beyond explorations of “cultural items” and worked in the overlap between the New South Wales Department’s Quality Teaching Framework and Indigenous Pedagogies drawn from local lore, language and the sentient landscape. Indigenous knowledge was used not merely as content, but to provide innovative ways of thinking and problem solving in the field of design and technology. The methodology for the study was based on a significant site in the local river system. The focus of the action research study shifted in the early stages from the students to the teachers, who required a radical shift in their thinking in order to set aside deficit logic, or stimulus-response approaches to teaching and learning, to embrace sophisticated Indigenous ways of knowing.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||Aboriginal culture; Aboriginal education; cultural interrelationships; curriculum; primary secondary schools; school community relationship; student teacher relationship; teacher attitudes; teaching methods; action research; primary education; secondary education; Aboriginal knowledge; New South Wales|
Reproduced with permission from Australian Association for Research in Education
|Date Deposited:||01 Mar 2010 04:55|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%|
|Citation Count from Web of Science||
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