When Tensions Lead to Change: Meeting the Training Needs of Indigenous Learners and Communities
Choy, Sarojni C. & Woodlock, Julie (2006) When Tensions Lead to Change: Meeting the Training Needs of Indigenous Learners and Communities. In Contesting Indigenous Knowledge and Indigenous Studies Conference, 28-30 June 2006, Gold Coast, Australia.
Indigenous Standpoint Theory (IST) pertains to the integration of Indigenous knowledge into programs involving Indigenous people. Integration of Indigenous knowledge is not unusual. The benefits have long been experienced in biodiversity and conservation (Hellier, Newton & Gaona, 1999), agroforestry (Walker, Sinclair and Thapa, 1995) and climate change, agriculture, forestry, animal husbandry, fisheries, and water resources (Srinivasan, 2004). Introduction of an Indigenous Standpoint Theory presents the opportunity to explore options to enhance Vocational Education and Training (VET) for indigenous people. Currently, integration of Indigenous knowledge in the VET curriculum is limited. This paper outlines a case study on the experiences and challenges of a non-Indigenous Technical and Further Education (TAFE) teacher who has been working with Indigenous learners and communities in regional Queensland for over eight years. Her challenges have caused tensions and influenced the design and development of relatively innovative approaches in service delivery for Indigenous learners and communities she was engaged with. The paper analyses her revised approaches and strategies for improved training and learning services for Indigenous people against a set of critical factors identified by Miller (2005), and highlights issues and challenges in integrating IST.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 University of Queensland|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||18 Apr 2007|
|Last Modified:||09 Jun 2010 12:39|
Repository Staff Only: item control page