An analysis of education academics' attitudes and preconceptions about Indigenous Knowledges in initial teacher education.
For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples' perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implemen...
| Institution: | University of Melbourne |
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| Auteur principal: | |
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Australian Journal of Indigenous Education v.51 n.2 https://doi.org/10.55146/ajie.v51i2.41
2022
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| Accès en ligne: | https://doi.org/10.55146/ajie.v51i2.41 |
