Layered Spaces: A Pedagogy of Uncomfortable Reflexivity in Indigenous Education

Autor/in	McDowall, Ailie
Titel	Layered Spaces: A Pedagogy of Uncomfortable Reflexivity in Indigenous Education
Quelle	In: Higher Education Research and Development, 40 (2021) 2, S.341-355 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDowall, Ailie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1756751
Schlagwörter	Teaching Methods; Indigenous Knowledge; Teacher Student Relationship; College Students; Education Work Relationship; Preservice Teachers; Student Placement; Student Teaching; Teacher Education Programs; Indigenous Populations; Student Attitudes; Writing (Composition); Cultural Awareness; Transformative Learning; Poetry; Secondary School Students; Classroom Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Sinti und Roma; Schülerverhalten; Schreibübung; Cultural identity; Kulturelle Identität; Pädagogische Transformation; Lyrik; Poesie; Sekundarschüler; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	University disciplines are grappling with how best to incorporate Indigenous content and frameworks for practice into their teaching to better prepare graduates to work with Indigenous communities. Yet the pedagogical approaches that can best engage students in Indigenous Studies as a field of critical study are still being debated. This article has two aims. The first is to consider how an uncomfortable reflexivity may provide an alternative theoretical and methodological approach to preparing university students for future work. This reflexive approach is an alternative to frameworks such as transformative learning. The second aim is to consider Nakata's "cultural interface" as a teaching tool that may open discussion around how professionals embody the disciplinary histories that govern their work. To do so, I present the writing of a pre-service teacher undertaking a professional experience placement and her engagement with the cultural interface to make sense of her experiences within the classroom. The cultural interface is used to analyse both the engagements between teachers and students, as well as presented as an analytical framework that can be taught to students to prepare them to engage in complex and contested Indigenous spaces. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01