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Critical Reflections on the Central Role of Indigenous Program Facilitators in Education for Social Change

Published online by Cambridge University Press:  22 July 2015

Sonya Pearce
Sonya Pearce*
Affiliation:
Faculty of Business, University of Technology Sydney, PO Box 123, Broadway, New South Wales, 2007, Australia
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Abstract

This paper is based on my reflections as an Indigenous academic, working at the coalface with Indigenous students in the Faculty of Business at the University of Technology Sydney. These reflections are informed through my experience of designing, facilitating and teaching a block-mode program developed specifically for Indigenous Australians – the Bachelor of Arts in Community Management and Adult Education. I speak to the challenges of developing appropriate programs for Indigenous Australians attempting to effect social change on the ground in communities and community organisations. The underlying principles, considerations, and effective strategies for program design and delivery are described. These highlight the complex role of facilitators who must manage the interface between Indigenous community contexts and knowledge, those of academic knowledge and institutional practices, and the needs of Indigenous students as learners and future professionals.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 37 , supplement S1: Indigenous Studies - Indigenous Knowledge: Navigating the Interface , 2008 , pp. 131 - 136
Copyright
Copyright © Cambridge University Press 2004

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