Transformative learning in first year Indigenous Australian studies : posing problems, asking questions and achieving change. A practice report.

Lead Institution: International Journal of the First Year in Higher Education

Indigenous Australian studies necessarily addresses emotionally-difficult topics related to race, history, colonialism and our identities as Indigenous and non-Indigenous Australians. The authors contend that as educators in this discipline, it is important for them to find teaching and learning app...

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Bibliographic Details
Institution(s):University of Queensland. Aboriginal and Torres Strait Islander Studies Unit
Main Author(s):Mackinlay, Elizabeth
Barney, Katelyn
Published: International Journal of the First Year in Higher Education v.1 n.1 p.91-99 https://doi.org/10.5204/intjfyhe.v1i1.27 2010
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Online Access: https://doi.org/10.5204/intjfyhe.v1i1.27
Description
Summary:Indigenous Australian studies necessarily addresses emotionally-difficult topics related to race, history, colonialism and our identities as Indigenous and non-Indigenous Australians. The authors contend that as educators in this discipline, it is important for them to find teaching and learning approaches which make space for these topics to be accessed, understood, discussed and engaged with in meaningful ways. Problem-Based Learning (PBL), because of its emphasis on dialogic learning, is a pedagogical tool used in many Indigenous Australian studies classrooms in preference to other methods. In this presentation the authors seek to explore the potential of PBL to allow personal and emotional responses to become accessible, dialogic and discursive, so that the resulting new awareness translates into practical action and change. The authors focus on a practice-based initiative which involves the implementation of PBL in a first year introductory course at The University of Queensland and provide practical guidance on the incorporation of PBL in curriculum development. [Author abstract, ed]
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