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

Authors

  • Elizabeth Mackinlay The University of Queensland
  • Katelyn Barney The University of Queensland

DOI:

https://doi.org/10.1017/jie.2014.5

Keywords:

transformative education, Indigenous Studies, PEARL

Abstract

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.

Downloads

Download data is not yet available.

References

AllenR.L. (2004). Whiteness and critical pedagogy. Educational Philosophy and Theory, 36(2), 121–136.

Australian Curriculum Assessment and Reporting Authority. (2011). Cross-curriculum priorities. Retrieved January 30, 2012, from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). (1996). Aboriginal Australia Map.Canberra, Australia: Aboriginal Studies Press.

Australian Institute of Teaching and School Leadership. (2011). National Professional Standards for Teachers. Retrieved May 5, 2014, from http://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_national_professional_standards_for_teachers

BarneyK. (2012a). Conversations, collaborations and contestations: Building a dialogue between Indigenous and non-Indigenous Australians in ethnomusicological research. Altitude, 10. Retrieved May 5, 2014, from www.thealtitudejournal.net

BarneyK. (2012b). Teaching, learning and enacting the education principles on Indigenous Australian matters (EPIAM) at The University of Queensland. Brisbane, Australia: Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland.

BarneyK. (2013). ‘Taking your mob with you’: Giving voice to the experiences of Indigenous Australian postgraduate students. Higher Education Research and Development, 32(4), 515–528.

BarneyK., & MackinlayE. (2010). Creating rainbows from words and transforming understandings: Enhancing student learning through reflective writing in an Aboriginal music course. Teaching in Higher Education, 15(2), 161–173.

BellD. (1998). Ngarrindjeri wurruwarrin: A world that is, was, and will be. Melbourne, Australia: Spinifex Press.

ChoG., & De Castro-AmbrosettiD. (2005/2006). Is ignorance bliss? Pre-service teachers’ attitudes toward multicultural education. The High School Journal, 89(2), 24–28.

CravenR., & PriceK. (2011). Misconceptions, stereotypes and racism: Let's face the facts. In R.Craven (Ed.), Teaching Aboriginal Studies: A practical resource for primary and secondary teaching (pp. 42–67). Sydney, Australia: Allen & Unwin.

FreireP. (1998). In A.M.Freire & D.Macedo (Eds.), The Paulo Freire reader. New York: Continuum.

Garde-HansenJ., & CalvertB. (2007). Developing a research culture in the undergraduate curriculum. Active Learning in Higher Education, 8(2), 105–116.

GatimuM.W. (2009). Rationale for a critical pedagogy of decolonization: Kenya as a unit of analysis. Journal for Critical Education Policy Studies, 7(2), 67–97.

GirouxH. (2011). On critical pedagogy. New York: The Continuum International Publishing Group.

GreeneM. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass Publishers.

GreeneM. (2009). In search of a critical pedagogy. In A.Darder, M.P.Baltodano, & R.D.Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 84–96). New York: Routledge.

GriffithsM. (2003). Action for social justice in education: Fairly different. London: Open University Press.

hooksb. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Ladson-BillingsG. (1997). I know why this doesn't feel empowering: A critical race analysis of critical pedagogy. In P.Freire (Ed.), Mentoring the mentor: A critical dialogue with Paulo Freire (pp. 127–141). New York: Peter Lang.

LeonardoZ. (2002). The souls of white folk: Critical pedagogy, whiteness studies, and globalization discourse. Race, Ethnicity and Education, 5(1), 29–50.

MackinlayE. (2008). Making space as white music educators for Indigenous Australian holders of song, dance and performance knowledge: The centrality of relationship as pedagogy. The Australian Journal of Music Education, 1, 2–6.

MackinlayE. (2011). Social justice and music education: Engaging our thinking hearts. International Kodaly Bulletin, 36(2), 8–15.

MackinlayE., & BarneyK. (2010). Transformative learning in first year Indigenous Australian studies: Posing problems, asking questions and achieving change. A practice report. The International Journal of the First Year in Higher Education, 1(1), 91–99.

MackinlayE., & BarneyK. (2011). Teaching and learning for social justice: An approach to transformative education in Indigenous Australian studies. In G.Williams (Ed.), Talking back, talking forward: Journeys in transforming Indigenous educational practice (pp. 117–128). Darwin, Australia: Charles Darwin University Press.

MackinlayE., & BarneyK. (Eds.). (2012). Pearls not problems: Transformative pedagogy in Indigenous Australian studies in the context of higher education. The Australian Journal of Indigenous Education, 41.

MaddisonS. (2011). The real challenge for black-white relations in Australia: Beyond white guilt. Sydney, NSW: Allen and Unwin.

MezirowJ. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 50, 5–23.

MezirowJ. (2003). Transformative learning discourse. Journal of Transformative Education, 1(1), 58–63.

NakataM. (2007). Savaging the disciplines, disciplining the savages. Canberra, Australia: Aboriginal Studies Press.

NileR., & RyanL. (Eds). (1996). Secret women's business: The Hindmarsh Island affair. Special issue of Journal of Australian Studies, 48.

O’SullivanE., MorrellA., & O’ConnorM.A. (2002). Introduction. In E.Sullivan, A.Morrell, & M.A.O’Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and practice (pp. xv–xx). New York: Palgrave.

PalmerP., & ZajoncA. (2010). The heart of higher education: A call to renewal. San Francisco: Jossey-Bass Publications.

Rezai-RushtiG. (1995). Multicultural education, anti-racist education, and critical pedagogy: Reflections on everyday practice. In R.Ng, P.Staton, & J.Scane (Eds.), Anti-racism, feminism, and critical approaches to education (pp. 3–20). Westport, CN: Bergin & Garvey.

Savin-BadenM. (2000). Problem-based learning in higher education: Untold stories. Buckingham, UK: The Society for Research into Higher Education and Open University Press.

SchwartzP., MenninS., & WebbG. (2001). Introduction. In P.Schwartz, S.Mennin, & G.Webb (Eds.), Problem-based learning: Case studies, experience and practice (pp. 1–12). London: Kogan Page.

Sefa DeiG.J. (2002). Spiritual knowledge and transformative learning. In E.Sullivan, A.Morrell, & M.A.O’Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and practice (pp. 121–133). New York: Palgrave.

Sefa DeiG.J. (2006). Introduction: Mapping the terrain — Towards a new politics of resistance. In G.J.Sefa Dei & A.Kempf (Eds.), Anti-colonialism and education: The politics of resistance (pp. 1–24). Rotterdam, The Netherlands: Sense Publishers.

Sefa-DeiG.J. (2008). Indigenous knowledge studies and the next generation: Possibilities for anti-colonial education. The Australian Journal of Indigenous Education, 37(Suppl.), 5–13.

TuckE., & YangK.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1–40.

Universities Australia. (2011). National best practice framework for cultural competency in Australian Universities. Retrieved May 12, 2014 from http://www.indigenousculturalcompetency.edu.au/html/Guiding_P/GuidingPrinciples.html

ZembylasM. (2013). The ‘crisis of pity’ and the radicalisation of solidarity: Toward critical pedagogies of compassion. Educational Studies, 49(6), 504–521.

Downloads

Published

2014-08-15

How to Cite

Mackinlay, E., & Barney, K. (2014). PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland. The Australian Journal of Indigenous Education, 43(1), 31–41. https://doi.org/10.1017/jie.2014.5

Issue

Section

Articles

Most read articles by the same author(s)

<< < 1 2 3 4 5 > >>