Document Type
Article
Publication Date
2005
Volume
23
Journal
Journal of Technology in Human Services
Issue
3-4
First Page
167
Last Page
181
URL with Digital Object Identifier
http://dx.doi.org/10.1300/J017v23n03_01
Abstract
This chapter describes the development of a Web-based undergraduate child welfare course for Aboriginal and non-Aboriginal learners. Rather than simply incorporate an Aboriginal perspective into Eurocentric pedagogies and course structures, the authors disrupt the dominance of Western ways of knowing in education by designing the course to situate Western knowledge as a way of knowing rather than the way of knowing and the frame from which all other perspectives are understood. In this research the authors describe the differences between Aboriginal and European thought and reveal how Web-based courses can be designed in ways that do not perpetuate Eurocentrism.
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