Embedding Indigenous knowledges: An Australian case study of urban and remote teaching practicum

Whatman, Susan L. & McLaughlin, Juliana M. (2015) Embedding Indigenous knowledges: An Australian case study of urban and remote teaching practicum. In Majhanovich, Suzanne & Malet, Régis (Eds.) Building Democracy through Education on Diversity. Sense Publishers, Rotterdam, Netherlands, pp. 57-76.

[img] Accepted Version (PDF 175kB)
Administrators only | Request a copy from author

View at publisher

Abstract

In this chapter we propose that there are certain conditions that enable the agency of pre-service teachers to enact curriculum decision-making within their pedagogical relationships with their supervising teachers as they endeavour to embed Indigenous knowledges (IK) during the teaching practicum. The case study, underpinned by decolonising methodologies, centred upon pre-service teacher preparation at one Australian university, where we investigated how role modelling in urban and remote schools occurred in the learning and teaching relationships between pre-service teachers on practicum and their supervising teachers.

This chapter draws from an Office of Learning and Teaching (OLT) sponsored project at one Australian university; a full report on this project has been documented (see McLaughlin, Whatman and Nielsen, 2014). We commence with a discussion of decolonising and critical pedagogical spaces as the conceptual framework for the embedding Indigenous knowledges and perspectives in curricula and pedagogy. Our focus then shifts to a contextual overview of the development of Indigenous Knowledges (IK) in Australian school and university curriculum, providing a standpoint from which to consider the unfolding case study.

Impact and interest:

1 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® 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 the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 92545
Item Type: Book Chapter
Keywords: preservice teacher education, Indigenous knowledges, pedagogical relationships, Australian curriculum
ISBN: 9789463002578
Divisions: Current > QUT Faculties and Divisions > Chancellery
Funding:
  • OLT/gc10-1718
Copyright Owner: Copyright 2015 Sense Publishers
Deposited On: 02 Feb 2016 03:44
Last Modified: 06 Feb 2017 22:54

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page