Indigenous knowledges, Indigenous educators and culturally safe pedagogies : final report.
Indigenous academics in the higher education sector play a critical role in embedding Indigenous perspectives and knowledges within the curriculum; however, the task of teaching can be a source of stress, particularly in encountering hostile and resistant students. Although these challenges are incr...
| Institution: | University of Queensland |
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| 1. autor: | |
| Wydane: |
Australia. Dept of Education
2020
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| Hasła przedmiotowe: | |
| Dostęp online: | https://ltr.edu.au/resources/FS14-0219_Bond_Report_2020.pdf https://ltr.edu.au/resources/FS14-0219_Bond_Achievements_Statement_2020.pdf |
| Streszczenie: | Indigenous academics in the higher education sector play a critical role in embedding Indigenous perspectives and knowledges within the curriculum; however, the task of teaching can be a source of stress, particularly in encountering hostile and resistant students. Although these challenges are increasingly recognised, there has been a limited response from a teaching and learning perspective about how to create more culturally safe environments for Indigenous educators. The purpose of this National Teaching Fellowship was to identify culturally safe pedagogies for Indigenous educators tasked with teaching Indigenous knowledges within Australian universities. The fellowship involved the development of collaborative multi-institutional responses to the challenges facing Indigenous academics, informed by the experiences of emerging Indigenous academics, and the collective wisdom and expertise of established Indigenous academics and institutions, and builds upon the work of the Australian Indigenous Studies Network previously funded by the Office of Learning and Teaching (OLT). [Publisher summary, ed] |
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| ISBN: | 9781761140631 (PDF) 9781761140617 (DOCX) 9781761140624 (Print ed) 9781761140631 (PDF) 9781761140617 (DOCX) 9781761140624 (Print ed) |
