Uncoupling Binaries, Unsettling Narratives and Enriching Pedagogical Practice: Lessons from a Trial to Indigenize Geography Curricula at the University of Adelaide, Australia

Autor/in	Nursey-Bray, Melissa
Titel	Uncoupling Binaries, Unsettling Narratives and Enriching Pedagogical Practice: Lessons from a Trial to Indigenize Geography Curricula at the University of Adelaide, Australia
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 3, S.323-342 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nursey-Bray, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1608921
Schlagwörter	Indigenous Populations; Curriculum Development; Geography Instruction; Indigenous Knowledge; Foreign Countries; Foreign Policy; Universities; Learning Processes; Teaching Methods; Educational Change; Program Descriptions; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geography education; Geography lessons; Geografieunterricht; Ausland; Außenpolitik; University; Universität; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Australien
Abstract	The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous Enrichment of Curricula Project (IECP) for geography curricula at the University of Adelaide, Australia. Drawing on advice from an Indigenous Reference Group, this project trialled the use of visual and aural delivery mechanisms, the development of country-based assessments, the use of "co-run conversations in safe spaces" and embedding of key narratives and storylines to provoke student learning and cultural reflexivity. Challenges are reported on, including working out how to decolonize curricula without adopting binary and essentialist constructions of Indigeneity, how to involve Indigenous colleagues without overburdening them, and how to represent Indigenous knowledge. The paper concludes that Indigenizing or enriching curricula must go beyond a content focus and avoid superficially gilding the lily (by the addition of culturally palatable and romanticized "nuggets" of Indigenous knowledge) but build towards a drastic re-structuring in practice of entire course frameworks consistent with Indigenous ways of doing and seeing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01