Growing learning dispositions in Indigenous studies.
Indigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as...
| Institutions: | James Cook University. Indigenous Education and Research Centre James Cook University. Cairns Institute |
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| 主要な著者: | , , , , |
| 出版事項: |
Australian Journal of Indigenous Education v.52 n.2 https://doi.org/10.55146/ajie.v52i2.678
2023
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| 主題: | |
| オンライン･アクセス: | https://doi.org/10.55146/ajie.v52i2.678 |
| 要約: | Indigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as remnants of the past. We extend earlier conversations by focusing on the development of learning dispositions which enable students to better navigate the complexities of the interface between Indigenous and non-Indigenous ideas. This reflection on practice contributes to ongoing discussions about the establishment of Indigenous studies as a discipline. [Author abstract] |
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| ISBN: |
