‘Crack in the pavement’ : pedagogy as political and moral practice for educating culturally competent professionals
McLaughlin, Juliana M. (2013) ‘Crack in the pavement’ : pedagogy as political and moral practice for educating culturally competent professionals. International Education Journal : Comparative Perspectives, 12(1), pp. 249-265.
This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators’ social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the existence of Indigenous knowledges in Australian university curricula and pedagogy demands personal and political activism (Dei, 2008) as it requires educators to critique both personal and discipline-based knowledge systems. The paper interrogates the experiences of non-Indigenous educators involved in this contested epistemological space (Nakata, 2002), and concludes by arguing for a political and ethical commitment by educators towards embedding Indigenous knowledges towards educating culturally competent professionals.
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|Item Type:||Journal Article|
|Keywords:||decolonising, pedagogy, Indigenous knowledges, HERN, standpoints, embedding Indigenous perspectives|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Aboriginal and Torres Strait Islander Education (130301)|
|Divisions:||Current > QUT Faculties and Divisions > Chancellery|
|Copyright Owner:||Copyright 2013 Australia and New Zealand Comparative and International Education Society|
|Deposited On:||21 Jan 2014 00:04|
|Last Modified:||25 Feb 2015 20:17|
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