Title
Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies
Document Type
Article
Publication Date
2-2011
Volume
52
Journal
Critical Studies in Education
Issue
1
First Page
65
Last Page
76
URL with Digital Object Identifier
http://dx.doi.org/10.1080/17508487.2011.536513
Abstract
This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we inter- viewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons