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1.
ABSTRACT

Despite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow’s transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students’ transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow’s transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this – from students’ own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students’ transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students’ identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate.  相似文献   

2.
ABSTRACT

While more is becoming understood about the effects of Indigenous Studies health curricula on student preparedness and attitudes toward working in Indigenous health contexts, less is known about how tutors in this space interpret student experiences and contribute to the development of preparedness. Reporting on a qualitative study, this article provides insight into tutors’ perceptions of tertiary first year health students’ transformative experiences in an Indigenous Studies health course. Twelve Indigenous and non-Indigenous tutors were interviewed about their teaching experiences within this context. Framed by Mezirow’s transformative learning theory, thematic analysis findings suggest tutors observe several precursor steps to transformative learning including disorienting dilemmas, critical reflection on assumptions, exploration of new roles, and trying on new roles. The content of these themes extends our understanding of how these precursor steps manifest, and the elements related to this. Findings also suggest tutors vary in their identification, interpretation and response to many of these pedagogical entry points. Within this learning context, the concept of teacher/student relationship is suggested as playing a meaningful role in the positioning and efficacy of tutors. This impacts tutors' understanding of transformative learning, the social construction of students, consequent interpretations of student experiences, and means of facilitating cognitive and affective learning. We propose a reconceptualisation of thinking around teaching in this space, with a focus on both further development of educator capabilities and student curricular opportunities to promote transformative learning appropriate to the stated goals of the Australian Indigenous Studies learning and teaching context. The findings indicate that institutional investment in the development of educators in this space remains vitally important.  相似文献   

3.
ABSTRACT

This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural knowledge holders. This research study analyses the New South Wales Aboriginal Education Consultative Group Connecting to Country cultural immersion programme for local communities and schools. A mixed methods approach, analysing quantitative and qualitative data from questionnaires and interviews, highlights the significant impact this experience has on teachers in building relationships with local Aboriginal community members. Teachers reported learning new knowledge about local Aboriginal people, culture, history and issues that challenged their assumptions, personal and collective positioning and pedagogical approaches to teaching Aboriginal students. Implications from the study identify the significance of privileging Indigenous ways of knowing, being and doing in order to realise culturally responsive schooling and empower teachers as critically reflective change agents in their schools. It further identifies the need for significant human and financial investment so that all teachers can engage with this authentic and potentially transformative professional learning experience.  相似文献   

4.
Abstract

This paper describes how the use of video helped us create dialogic intersub‐jective educational spaces in which transformative learning can take place. Focusing simultaneously on two learning contexts: action research and teacher‐student conferencing, it shows how the development of a dialogical space between researchers and teachers in action research enhances the development of such a space between teachers and students in classrooms. In addition, it describes how the participatory research relationship helped illuminate both for teachers and for students what they implicitly know is important to change, as they become aware of new possibilities for pedagogical improvement. Most of all, dialogic video viewing helped them step outside of themselves in order to see each other and return to look at themselves as others’.

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5.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

6.
ABSTRACT

For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels.  相似文献   

7.
Abstract

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.  相似文献   

8.
ABSTRACT

This article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural–urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making ‘a space for you’, which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of ‘reterritorialization’ to discuss the significance of UNMS’s community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis ‘talks back’ to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural – urban landscapes.  相似文献   

9.
ABSTRACT

Learning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy.  相似文献   

10.
Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often described as essential learning for all citizens, despite the bulk of initiatives outside the compulsory school classrooms focussed on educating economically disadvantaged individuals. Informed by Indigenous ways of knowing, being and doing a critical discourse analysis of FLE facilitators resources used in train-the-trainer workshops in/for a Canadian Aboriginal community was conducted to identify dominant discourses. An uncomfortable space was uncovered as the ubiquitous focus on individual wealth accumulation contradicted Indigenous ways of knowing, being and doing, underscoring the challenges of embedding Indigenous epistemologies in highly institutionalised charitable organisations’ attempts to help Indigenous (and non-Indigenous) peoples in poverty. Although this research is based on a Canadian program, the explosion of FLE as a “solution” to collective problems such as poverty lends itself to other—including Australian—contexts.  相似文献   

11.
In this paper, we aim to contribute to ongoing work to uncover the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project. In this project, we worked to re-center our perceptual habits in Indigenous cosmologies, or land-based perspectives, and came to see land re-becoming itself. Through this recentering, we unearthed some ways in which settler colonialism quietly operates in teaching and learning environments and implicitly and explicitly undermines Indigenous agency and futurity by maintaining and reifying core dimensions of settler colonial relations to land. We describe examples in which teachers and community members explicitly re-engaged land-based perspectives in the design and implementation of a land-based environmental science education that enabled epistemological and ontological centering that significantly impacted learning, agency, and resilience for urban Indigenous youth and families. In this paper, we explore the significance of naming and the ways in which knowledge systems are mobilized in teaching and learning environments in the service of settler futurity. However, we suggest working through these layers of teaching and learning by engaging in land-based pedagogies is necessary to extend and transform the possibilities and impacts of environmental education.  相似文献   

12.
This auto-ethnographic article explores how land-based education might challenge Western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE. This auto-ethnography provides particular insights into who we are as environmental educators, the challenges in Western ESE, why land-based education matters, why and how a significant move should be made from Western ESE to land-based ESE, and how land-based education offers a bridge between Western and Indigenous education.  相似文献   

13.
ABSTRACT

In the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed – and continues to suppress – Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author’s own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending – and bending – of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces.  相似文献   

14.

This article explores Vanessa Anthony-Stevens and Sammy Matsaw’s paper “The productive uncertainty of Indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers”. That paper reports on a small qualitative study on how STEM students in the field of natural resources management react to the inclusion of Indigenous ways of knowing in their interdisciplinary research methodologies course. The authors are engaging contested intersections of knowledge that are notoriously difficult to negotiate. I argue that the inclusion of Indigenous ‘ways of knowing’ into the water resource management curriculum is based on Morgan’s (in: McKinley, Smith (eds) Handbook of indigenous education, Springer, Singapore, pp 111–128, 2019. https://doi.org/10.1007/978-981-10-3899-0) idea of the ‘guest paradigm’. At the same time, and in contrast, I also argue that the inclusion of Indigenous knowledge in the curriculum cannot just occur in the classroom but needs to be considered at an institutional and individual level as well. The project should be seen as a small step within a wider Indigenous agenda of decolonizing the Eurocentric curriculum.

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15.
ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.  相似文献   

16.
Sue Cox 《Education 3-13》2017,45(3):375-385
ABSTRACT

In this article, I discuss how the context of children’s classroom activities and the quality of their participation and agency are key to learning around values. These pedagogical approaches lie in a socio-cultural theoretical framework which I use to show how ‘empowered’ participation in classrooms and in enquiry activities in curriculum areas is bound up with learning democratic values. Focusing on humanities subjects, I show how such values-based democratic pedagogical approaches in these areas of the curriculum (along with others) can be transformative, promoting values education, personal agency and social change.  相似文献   

17.
The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a ‘liminal’ space of learning. The latter is a transformative state in the process of learning in which there is a reformulation of the learner’s meaning frame and an accompanying shift in the learner’s ontology or subjectivity. Within the extensive literature on threshold concepts, however, the notion of liminal space has remained relatively ill-defined. This paper explores this spatial metaphor to help clarify the difficulties that some teachers observe in the classroom in regard to their students’ understanding. It employs a novel and distinctive approach drawn from semiotic theory to to provide some explanatory insight into learning within the liminal space and render it more open to analysis. The paper develops its argument through four distinct phases. Firstly it explores the spatial metaphor of liminality to gain further purchase on the nature of this transformative space. The second section introduces semiotic theory and indicates how this will be used through a series of graphical and visual devices to render the liminal space more open to analysis. The third section then employs semiotic analysis to nine dimensions of pedagogical content knowledge to gain further insight into what may characterise student conceptual difficulty within the liminal state. The fourth and concluding section emphasises the role of context in conceptual discrimination before advocating a transactional curriculum inquiry approach to future research in this field.  相似文献   

18.
In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an analysis of the pedagogies of walking, observing and talking lands and waters to outline principles of Indigenous making and sharing in youth-based learning environments.  相似文献   

19.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

20.
This paper initiates a forum for Malin Ideland and Claes Malmberg’s article titled Body talk—students’ identity construction while discussing a socioscientific issue. Ideland and Malmberg explore issues of health and body through teachers’ use of a pedagogical approach that foregrounds exploration of a socioscientific issue. This paper explores how the Panopticon of separation is embodied in the language and approaches to learning discussed and employed in Ideland and Malmberg’s article. It explores the concept of empowerment as integral to transformative learning and contrasts this to autonomy. Furthermore, it examines how educators and students can learn in ways that lead to greater health and empowerment through more ecological and connected forms of language and approaches to learning. Excerpts from Ideland and Malmberg’s article are juxtaposed with other perspectives as a means of generating edges, making differences apparent, and deconstructing the taken for granted both for the author and for Ideland and Malmberg. A feminist, poststructural approach is employed in this work as a means of embodying the uncertainty that students and educators are consistently learning to dance through with greater empowerment, which leads to improved health.  相似文献   

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