Embedding Indigenous Epistemologies and Ontologies Whilst Interacting with Academic Norms

Autor/in	Gilbert, Stephanie
Titel	Embedding Indigenous Epistemologies and Ontologies Whilst Interacting with Academic Norms
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 1, S.55-61 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2019.18
Schlagwörter	Indigenous Knowledge; Epistemology; World Views; Foreign Countries; Behavior Standards; Social Behavior; Universities; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; World view; Weltanschauung; Ausland; Social behaviour; Soziales Verhalten; University; Universität; Australien
Abstract	Working in an Institute that centres Indigenous epistemologies and ontologies provides a challenge for the ongoing development of our understandings of Indigeneity and how we embed and embody these understandings. It also creates the opportunity for reflection and development both of pedagogical principles, as well as construction. Trends within the Institute to move to a new degree offering, led the University of Newcastle and the Wollotuka Institute to revisit questions of how to have these conversations together, how to create shared ideas about appropriate approaches and how to translate these shared understandings into real-time outcomes for students studying our courses. These processes are observed here with some examples provided to illuminate the challenging processes taken by experts involved with embodying Indigenous ontologies and epistemologies in this area through all processes of an indigenous centred unit in an Australian university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01