Across the globe, community-oriented protected areas are increasingly recognised as an effective way to support the preservation and maintenance of the traditional biodiversity related knowledge of indigenous peoples and local communities. We argue that guaranteed land security and the ability of indigenous and local peoples to exercise their own governance structures is central to the success of community-oriented protected area programs. In particular, we examine the conservation and community development outcomes of the Indigenous Protected Area program in Australia, which is based on the premise that indigenous landowners exercise effective control over environmental governance, including management plans, within their jurisdiction (whether customary or state-based or a combination of elements of both), and have effective control of access to their lands, waters and resources. Key Words: community-oriented protected areas, Indigenous rights, conservation, Australia
The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, and while there is tension between these areas rather than see as a problem we chose to interrogate this and argue for the potential for fruitful intellectual collaboration. This article problematises pedagogy and finds that sustained effort needs to be made to understand how pedagogical approaches to Australian Indigenous studies and Indigenous education are guiding and shaping each cognate area.
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