Embedding aboriginal cultural knowledge in curriculum at university level through aboriginal community engagement

Abstract

This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate non-Aboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a 'Pathway of Knowledge' acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the teachers were brought together with local Gumbaynggirr Elders, creating a space for the sharing of social capital. Teacher cultural knowledge and understanding was strengthened, enriching the student's learning experience. The findings are of relevance to primary school teachers, curriculum stakeholders and education providers in the broader field of Aboriginal education.

Kinship Online: Engaging ‘Cultural Praxis’ in a Teaching and Learning Framework for Cultural Competence

“…Blodgett et al (2011) incorporate the cultural praxis into their research methodology and practice. We extend the cultural praxis to the pedagogical practice underpinning this project as a teaching and learning resource (Riley et al, 2013). In the section that follows, we describe our use of the cultural praxis, which utilises five complementary pedagogical approaches to teaching and learning to inform the development of the online Kinship Module, including: a social constructivist approach, a narrative teaching style, Aboriginal standpoint pedagogy, decolonising mainstream pedagogy, and digital technologies (see Figure 2).…”

“…The project itself is a partnership between Aboriginal and non-Aboriginal academics and an Aboriginal community working together respectfully and productively to embed Aboriginal knowledges and cultural practices into university teaching. This was achieved by conducting research with Aboriginal people in a culturally appropriate and sensitive manner and in accordance with both Aboriginal protocols and university ethical requirements (Riley, Howard-Wagner, Mooney, & Kutay, 2013). As a cultural competence resource, the aim is to take Aboriginal cultural practice and use the teaching within those practices in Western systems for non-Indigenous people who are working in social systems that impact on Aboriginal people.…”

How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney

“…As Buckskin (2013, p. 2) states, 'The main measure of success for Aboriginal Australians is our assimilation into the dominant culture through the mastering of English literacy and Western norms.' This statement highlights a way that universities have continued the assimilation impetus by failing to recognise and respect Indigenous knowledge systems within the academy (Battiste 2002;Buckskin 2013;Martin 2008;Rigney 1999;Riley et al 2013;Sherwood et al 2011). Rather than being considered equal participants, Aboriginal and Torres Strait Islander peoples have largely been the objects of investigation and study (Martin 2008;Smith 2003) and non-Indigenous people have been positioned as the knowers and experts who had authority, legitimacy, domination and control (Fredericks 2009, p. 5).…”

Virtual tours of Country: creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities

“…Over the 21st century, there has been a collective effort and agreement across the Western world to rectify the inequalities of, and discriminatory practices against, Indigenous people within the university sector (Mihesuah & Wilson, 2004;Rigney, 2017;Riley et al, 2013). This movement, spurred by the advocacy of Indigenous persons across the preceding century, includes making available scholarships and bursaries, course pathways for disadvantaged or underperforming students, mentoring, employment (during and post studies), the provision of Indigenous-specific services and infrastructure, and most recently, the Indigenisation of the curricula.…”