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Embedding university perspectives in university teaching and learning : lessons learnt and possibilities for reforming/decolonising curriculum

By Juliana M. McLaughlin and Susan L. Whatman

Abstract

Embedding Indigenous knowledge in the curriculum continues to challenge traditional western perspectives on Indigenous epistemologies and cultures.\ud This paper will initially discuss experiences of embedding Indigenous perspectives in the curriculum at an Australian university. The project was inspired by the Reconciliation Statement which ensured funding through Teaching and Learning Large Grants. Its successful outcomes included the creation of identified positions for Indigenous academics within faculties, creation of a resource hub of relevant teaching materials and consistent documentation and awareness of Indigenous perspectives through interviews and workshops. The paper concludes by critically interrogating the methodology used to conceptualise Indigenous knowledge in embedding Indigenous perspectives in a university curriculum. This paper argues for a thorough curriculum reform if a degree of decolonisation of the western constructed Indigenous knowledge and its living systems are desired.\u

Topics: 130313 Teacher Education and Professional Development of Educators, 130202 Curriculum and Pedagogy Theory and Development, 130301 Aboriginal and Torres Strait Islander Education, Indigenous perspectives, curriculum, teacher education, university, HERN
Publisher: Indigenous Studies Research Centre, First Nations University of Canada
Year: 2008
OAI identifier: oai:eprints.qut.edu.au:27213

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