Decolonising the Curriculum: Using Graduate Qualities to Embed Indigenous Knowledges at the Academic Cultural Interface

Autor/inn/en	Harvey, Arlene; Russell-Mundine, Gabrielle
Titel	Decolonising the Curriculum: Using Graduate Qualities to Embed Indigenous Knowledges at the Academic Cultural Interface
Quelle	In: Teaching in Higher Education, 24 (2019) 6, S.789-808 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Arlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1508131
Schlagwörter	Indigenous Knowledge; Indigenous Populations; Cultural Awareness; Pacific Islanders; Higher Education; Postcolonialism; Barriers; Non Western Civilization; Teaching Methods; Organizational Change; Foreign Countries; Critical Thinking; Problem Solving; Interdisciplinary Approach; Professional Identity; Self Concept; Ethics; Integrity; Technological Literacy; Communication Skills; Outcomes of Education; Information Literacy; Faculty Development; College Students; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Cultural identity; Kulturelle Identität; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post colonialism; Postkolonialismus; Teaching method; Lehrmethode; Unterrichtsmethode; Organisationswandel; Ausland; Kritisches Denken; Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstkonzept; Ethik; Integrität; Technisches Wissen; Kommunikationsstil; Lernleistung; Schulerfolg; Informationskompetenz; Collegestudent; Australien
Abstract	The context of this paper is a strategy at a large Australian university that involves embedding a new graduate quality 'cultural competence' and lifting the profile of Aboriginal and Torres Strait Islander cultures, experiences and histories. It has been argued that the inclusion of Indigenous knowledges is essential for the decolonisation of our higher education institutions. Decolonisation involves removing the barriers that have silenced non-Western voices in our 'multi-cultural' higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper, we suggest that our university's suite of graduate qualities can provide a locus for work at the cultural interface between Indigenous and non-Indigenous knowledges. While these qualities may be firmly embedded within Western ways of knowing, being and doing, they can nonetheless be used to interrogate and revisit Western disciplinary knowledge construction and pedagogy so as to help bring about institutional change. (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	2020/1/01