Hostname: page-component-76fb5796d-5g6vh Total loading time: 0 Render date: 2024-04-29T03:14:20.392Z Has data issue: false hasContentIssue false
  • English
  • Français

Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge

Published online by Cambridge University Press:  15 August 2014

Heidi Norman
Heidi Norman*
Affiliation:
Faculty of Arts and Social Sciences, University of Technology Sydney, New South Wales, Australia
*
Address for correspondence: Heidi Norman, Faculty of Arts and Social Sciences, University of Technology, Sydney, PO Box 123, Broadway, New South Wales, 2007, Australia. Email: Heidi.Norman@uts.edu.au
Get access

Abstract

As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

Keywords

pedagogyAboriginal Studiesundergraduate curriculum
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 1: Rethinking, revitalising and re-shaping tertiary Australian Indigenous Studies , August 2014 , pp. 42 - 51
Copyright
Copyright © The Authors 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Badamani Centre for Indigenous Education, University of Western Sydney. (2012). Embedding an Indigenous graduate attribute (Final Report). Sydney, Australia: University of Western Sydney. Retrieved from http://www.uws.edu.au/__data/assets/pdf_file/0007/370807/UWS_Final_Report_Embedding_an_Indigenous_Graduate_Attribute_2012.pdfGoogle Scholar
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra, Australia; Commonwealth of Australia.Google Scholar
Grote, E. (2008). Principles and practices of cultural competency: A review of the literature (Prepared for the Indigenous Higher Education Advisory Council. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.175.6237&rep=rep1&type=pdfGoogle Scholar
Mooney, J., & Cleverley, J. (2010). Taking our place: Aboriginal education and the story of the Koori Centre at the University of Sydney. Sydney, Australia: Sydney University Press.Google Scholar
Nakata, M., Nakata, V., Keech, S., & Bolt, R. (2012). Decolonial goals and pedagogies for Indigenous studies. Decolonization: Indigeneity, Education and Society, 1 (1), 120–140.Google Scholar
Norman, H. (2012). Australian Indigenous tertiary studies: A discussion with Professor David Boud on Experience-Based Learning and the transformation of university courses. The Australian Journal of Indigenous Education, 41 (1), 34–39.CrossRefGoogle Scholar
Norman, H. (2004). Exploring effective teaching strategies: Simulation case studies and Indigenous studies at the university level. Australian Journal of Indigenous Education, 33, 15–21.Google Scholar
The University of Western Australia. (2011). Indigenous dialogues—Towards cultural competence: Indigenous Cultural Competency Pilot Project final report. Perth, Australia: Author.Google Scholar
University of Technology, Sydney. (2013). Indigenous Education Strategy 2011–2014. Retrieved from http://www.gsu.uts.edu.au/policies/indigenous-education-strategy.htmlGoogle Scholar