Towards a Decolonising Pedagogy: Understanding Australian Indigenous Studies through Critical
          Whiteness Theory and Film Pedagogy

Hook, Genine

doi:10.1017/jie.2012.27

Cited by 21 publications

(26 citation statements)

References 22 publications

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“…Indigenous Australian movies provide educators with contemporary cultural expressions that connect curriculum guidelines with Indigenous studies and alleviate what has been described as a ‘problematic’ study area by many educators (Hook, 2013, p. 111). Educators have decided that we should teach Indigenous Studies, but we are less inclined to critically address how we teach Australian Indigenous Studies (Hook, 2013, p. 110). This is where tapping into resources such as Indigenous produced films can be utilized in the classrooms to incorporate an Indigenous perspective to the curriculum.…”

Section: Education In the Colonymentioning

confidence: 99%

At the Movies: Contemporary Australian Indigenous Cultural Expressions – Transforming the Australian Story

Griffin

Trudgett

2017

AJIE

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Cinema is an art form widely recognised as an agent to change the social condition and alter traditional norms. Movies can be used to educate and transform society's collective conscience. Indigenous Australian artists utilise the power of artistic expression as a tool to initiate change in the attitudes and perceptions of the broader Australian society. Australia's story has predominately been told from the coloniser's viewpoint. This narrative is being rewritten through Indigenous artists utilising the power of cinema to create compelling stories with Indigenous control. This medium has come into prominence for Indigenous Australians to express our culture, ontology and politics. Movies such as Samson and Delilah, Bran Nue Dae, The Sapphires and Rabbit-Proof Fence for example, have highlighted the injustices of past policies, adding new dimensions to the Australian narrative. These three films are just a few of the Indigenous Australian produced films being used in the Australian National Curriculum.Through this medium, Australian Indigenous voices are rewriting the Australian narrative from the Indigenous perspective, deconstructing the predominant stereotypical perceptions of Indigenous culture and reframing the Australian story. Films are essential educational tools to cross the cultural space that often separates Indigenous learners from their non-Indigenous counterparts.

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Section: Education In the Colonymentioning

confidence: 99%

At the Movies: Contemporary Australian Indigenous Cultural Expressions – Transforming the Australian Story

Griffin

Trudgett

2017

AJIE

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“…While undertaking their study in Indigenous Studies they will also be influenced by their peers. Given that the curriculum content can be challenging, students ‘often experience Australian Indigenous Studies as a difficult and problematic area of study’ (Hook, 2012, p. 112). Teachers often experience this as student resistance, contributing to the emotional labour noted earlier.…”

Section: Studentsmentioning

confidence: 99%

Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning

Page

2014

AJIE

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Indigenous Studies can be both exciting and challenging for teachers and students. This article will examine how an existing learning theory can be harnessed to help teachers better understand these challenges and manage some frequently seen student behaviours. Much of the discussion in Indigenous Studies pedagogy to date has focused on the curriculum and what we should be teaching, with a growing body of literature, for example, related to the inclusion of Indigenous Knowledges. However, there is less written about how students learn in Indigenous Studies. Drawing on the notion of the Cultural Interface and the ‘zone of proximal development’ to highlight the complexity of Indigenous Studies classrooms as a site of necessary struggle for students, the article considers possibilities for reconceptualising and reorienting teaching. The paper explores using the threshold concepts framework to gather evidence about how students learn or indeed don't learn, in Indigenous Studies. Threshold concepts are key ideas, critical to mastering discipline specific knowledge, which facilitate students’ ability to think like a discipline experts.

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“…However, Indigenous health education and other sociologically oriented content such as health anthropology and health humanities have historically struggled to find a home within the curriculum of many health disciplines (Eckenfels, 2000;Ewen, 2014;Hafferty, 1998). The pedagogies promoted in Indigenous health education such as intersectionality (Crenshaw, 1991;Ewen et al, 2016;Harms, 2010;Jones & Wijeyesinghe, 2011), critical race theory (Hook, 2012) and sociomedical theories about health (Dao et al, 2016) can be different and even antithetical to dominant biomedical or specific disciplinary frames of reference (Ewen, 2014). Such content can be perceived by students and teaching faculty as an add-on to the bio-medical content, or body-systems approach to learning about healthcare that dominates many health professional programs (Ewen, 2014;Ranzijn et al, 2008, p. 138).…”

Section: Introductionmentioning

confidence: 99%

Exploring learning goals and assessment approaches for Indigenous health education: a qualitative study in Australia and New Zealand

et al. 2017

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In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from 9 health disciplines) involved in teaching Indigenous health content participated in a semistructured interview. Thematic analysis revealed learning goals to transform students' perspectives and capacities to think critically and creatively about their role in Indigenous Health. In contrast, assessment tasks encouraged more narrowly bounded thinking, to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education.

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Towards a Decolonising Pedagogy: Understanding Australian Indigenous Studies through Critical Whiteness Theory and Film Pedagogy

Cited by 21 publications

References 22 publications

At the Movies: Contemporary Australian Indigenous Cultural Expressions – Transforming the Australian Story

At the Movies: Contemporary Australian Indigenous Cultural Expressions – Transforming the Australian Story

Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning

Exploring learning goals and assessment approaches for Indigenous health education: a qualitative study in Australia and New Zealand

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