Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge

Heidi Norman

doi:10.1017/jie.2014.6

Authors

Heidi Norman University of Technology Sydney

DOI:

https://doi.org/10.1017/jie.2014.6

Keywords:

pedagogy, Aboriginal Studies, undergraduate curriculum

Abstract

As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

Downloads

Download data is not yet available.

References

Badamani Centre for Indigenous Education, University of Western Sydney. (2012). Embedding an Indigenous graduate attribute (Final Report). Sydney, Australia: University of Western Sydney. Retrieved from http://www.uws.edu.au/__data/assets/pdf_file/0007/370807/UWS_Final_Report_Embedding_an_Indigenous_Graduate_Attribute_2012.pdf

BradleyD., NoonanP., NugentH., & ScalesB. (2008). Review of Australian higher education: Final report. Canberra, Australia; Commonwealth of Australia.

GroteE. (2008). Principles and practices of cultural competency: A review of the literature (Prepared for the Indigenous Higher Education Advisory Council. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.175.6237&rep=rep1&type=pdf

MooneyJ., & CleverleyJ. (2010). Taking our place: Aboriginal education and the story of the Koori Centre at the University of Sydney. Sydney, Australia: Sydney University Press.

NakataM., NakataV., KeechS., & BoltR. (2012). Decolonial goals and pedagogies for Indigenous studies. Decolonization: Indigeneity, Education and Society, 1(1), 120–140.

NormanH. (2012). Australian Indigenous tertiary studies: A discussion with Professor David Boud on Experience-Based Learning and the transformation of university courses. The Australian Journal of Indigenous Education, 41(1), 34–39.

NormanH. (2004). Exploring effective teaching strategies: Simulation case studies and Indigenous studies at the university level. Australian Journal of Indigenous Education, 33, 15–21.

The University of Western Australia. (2011). Indigenous dialogues—Towards cultural competence: Indigenous Cultural Competency Pilot Project final report. Perth, Australia: Author.

University of Technology, Sydney. (2013). Indigenous Education Strategy 2011–2014. Retrieved from http://www.gsu.uts.edu.au/policies/indigenous-education-strategy.html