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...

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Bibliografische gegevens
Institutions:	James Cook University. Indigenous Education and Research Centre James Cook University. Cairns Institute
Hoofdauteurs:	McDowall, Ailie, Hardy, Dianna, Backhaus, Vincent, Mills, Kyly, Lui, Felecia Watkin
Gepubliceerd in:	Australian Journal of Indigenous Education v.52 n.2 https://doi.org/10.55146/ajie.v52i2.678 2023
Onderwerpen:	Aboriginal culture Aboriginal education Aboriginal students Aboriginal studies Cognitive style Curriculum development Indigenous cultures Indigenous populations Indigenous studies Learning processes Student engagement Higher education Australia
Online toegang:	https://doi.org/10.55146/ajie.v52i2.678

Omschrijving
Samenvatting:	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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Growing learning dispositions in Indigenous studies.

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