Conversations on Cultural Sustainability: Stimuli for Embedding Indigenous Knowledges and Ways of Being into Curriculum

Autor/inn/en	Acton, Renae; Salter, Peta; Lenoy, Max; Stevenson, Robert
Titel	Conversations on Cultural Sustainability: Stimuli for Embedding Indigenous Knowledges and Ways of Being into Curriculum
Quelle	In: Higher Education Research and Development, 36 (2017) 7, S.1311-1325 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1325852
Schlagwörter	Sustainability; Indigenous Knowledge; Regional Schools; Higher Education; Definitions; Cultural Education; Teaching Methods; Epistemology; Critical Theory; Educational Principles; Educational Strategies; Integrated Curriculum; Educational Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Begriffsbestimmung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Kritische Theorie; Bildungsprinzip; Lehrstrategie; Bildungspraxis; Ausland; Australien
Abstract	While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and "messy" ontological and epistemological positions. This paper explores ways of engaging with this "messiness." Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01