Implementing indigenous standpoint theory: Challenges for a TAFE trainer
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Vocational education and training outcomes for Indigenous Australians have remained below expectations for some time. Implementation of Indigenous Standpoint Theory (IST) presents the opportunity to further enhance Vocational Education and Training (VET) for Indigenous people in Australia. This paper briefly discusses this theory, the concept of Indigenous knowledge and its integration to enhance VET for Indigenous learners. It presents 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. The paper highlights issues and challenges and identifies three binaries in integrating this theory to improve outcomes for Indigenous learners and their communities.
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|Item Type:||Journal Article|
|Additional Information:||Access to the author-version is currently restricted pending permission from the publisher. For more information, please refer to the journal’s website (see hypertext link) or contact the author. Author contact details: firstname.lastname@example.org|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Australian Vocational Education and Training Research Association|
|Deposited On:||20 Jun 2007|
|Last Modified:||29 Feb 2012 23:34|
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