Indigenous Studies in All Schools

Autor/in	Sarra, Grace
Titel	Indigenous Studies in All Schools
Quelle	In: International Journal of Inclusive Education, 15 (2011) 6, S.611-625 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	State Schools; Indigenous Populations; Indigenous Knowledge; Pacific Islanders; Local History; Curriculum Development; Curriculum Design; Instructional Development; Postmodernism; Educational Philosophy; Educational Change; Change Strategies; Misconceptions; Social Attitudes; Stereotypes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Staatliche Schule; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ortsgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Teaching improvement; Unterrichtsentwicklung; Postmoderne; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Lösungsstrategie; Missverständnis; Social attidude; Soziale Einstellung; Klischee; Ausland; Australien
Abstract	Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today's society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide students with the opportunity to learn about the history of Indigenous people from Indigenous voices and provide an understanding of the impact of invasion and the consequences on the lives of Indigenous people, in the past and present. The stories from the elders and members of their own community provided knowledge that allowed students to challenge Aboriginal identity by taking on existing perceptions so that they could be better processed and understood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10