Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context
Abstract This paper explores the dynamics and outcomes from a collaborative, cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at University of Ballarat in 2009. The three facil...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2010-07-01
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| Series: | The Australian Journal of Indigenous Education |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/573 |
| _version_ | 1797962948571824128 |
|---|---|
| author | Shirley Morgan Barry Golding |
| author_facet | Shirley Morgan Barry Golding |
| author_sort | Shirley Morgan |
| collection | DOAJ |
| description | Abstract
This paper explores the dynamics and outcomes from a
collaborative, cross-cultural approach to teaching an
Indigenous education elective unit in a Bachelor of
Education (Primary) undergraduate degree at University of
Ballarat in 2009. The three facilitators, one
non-Aboriginal and two Aboriginal were a lecturer, an
Aboriginal Centre Manager and Local Aboriginal Education
Consultative Group member from the Ballarat and District
Aboriginal Cooperative respectively. The paper explores the
open-ended and collaborative approach used to facilitate
the learning, including pedagogies, activities and
assessment. The paper, and the collaborative cross-cultural
teaching approach it arguably embodies, is presented as a
model of desirable practice with undergraduate education
students, in particular for pre-service teachers
undertaking a P-10 Bachelor of Education degree. As we
describe later in the paper, these pre-service teachers,
with some exceptions, in general had very limited and often
stereotyped knowledge and experience of Aboriginal
education, Aboriginal students or Aboriginal perspectives
in other areas of the school curriculum. The teaching
process we adopted and that we articulate in this paper
attempted to address this previous lack of engagement with
the subject matter of Indigenous education by actively
modelling the processes of local Aboriginal consultation
and collaboration that we were trying to teach.
|
| first_indexed | 2024-04-11T01:21:45Z |
| format | Article |
| id | doaj.art-7d6165d89ccb4ec5a24b8bbfa61a6ecd |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:21:45Z |
| publishDate | 2010-07-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-7d6165d89ccb4ec5a24b8bbfa61a6ecd2023-01-03T11:21:03ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842010-07-0139S110.1375/S1326011100001083Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education ContextShirley Morgan0Barry Golding1University of BallaratUniversity of BallaratAbstract This paper explores the dynamics and outcomes from a collaborative, cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach. https://ajie.atsis.uq.edu.au/ajie/article/view/573 |
| spellingShingle | Shirley Morgan Barry Golding Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context The Australian Journal of Indigenous Education |
| title | Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context |
| title_full | Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context |
| title_fullStr | Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context |
| title_full_unstemmed | Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context |
| title_short | Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context |
| title_sort | crossing over collaborative and cross cultural teaching of indigenous education in a higher education context |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/573 |
| work_keys_str_mv | AT shirleymorgan crossingovercollaborativeandcrossculturalteachingofindigenouseducationinahighereducationcontext AT barrygolding crossingovercollaborativeandcrossculturalteachingofindigenouseducationinahighereducationcontext |