Pearson and Pedagogy: Countering Co-Dependency

Autor/in	Fielder, John
Titel	Pearson and Pedagogy: Countering Co-Dependency
Quelle	In: Australian Journal of Indigenous Education, 37 (2008), S.61-70 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Sociocultural Patterns; Foreign Countries; Academic Achievement; Economic Development; Indigenous Populations; Responsibility; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Ausland; Schulleistung; Wirtschaftsentwicklung; Sinti und Roma; Verantwortungsübernahme; Zuständigkeit; Lernleistung; Schulerfolg; Australien
Abstract	Noel Pearson and Marcia Langton have both used the terms "co-dependency" and "rescuing" as part of their challenge to the rights-based focus informing Indigenous policies in Australia since the 1960s. Their premise is that the liberal/Left welfare-based agenda, for decades, has largely overlooked Indigenous responsibility. At the same time, they recognise that policy frameworks strongly influence agency and individual responsibility. I examine the implications of this argument within the tertiary education environment, using systems theory to foreground the complexity of individual change within well-established social patterns. This paper reflects on how my thinking and pedagogy have generally been based on a "moral vanity" that, at times, has sanctioned shallow and passive learning experiences that have failed to challenge student achievement. (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10