Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies
Phillips, Jean (2011) Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies. PhD thesis, Queensland University of Technology.
The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resistance as they progressed through their studies. This study explains resistance to compulsory Indigenous and how it can be targeted by Indigenist Standpoint Pedagogy. The beginning transformations in pre-service teacher positioning in relation to Australian history, contemporary educational practice, and professional identity was also explored.
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Grieshaber, Susan & McLaughlin, Juliana|
|Keywords:||compulsory Indigenous studies, resistance to Indigenous studies, pre-service teacher education, Indigenist standpoint pedagogy, Indigenist research, critical Indigenist case study, Indigenous knowledge perspectives, decolonisation|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Institution:||Queensland University of Technology|
|Deposited On:||20 Sep 2011 06:07|
|Last Modified:||26 Sep 2011 00:15|
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