Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-26T06:10:00.874Z Has data issue: false hasContentIssue false
  • English
  • Français

A Discussion With Sandy O’Sullivan About Key Issues for the Australian Indigenous Studies Learning and Teaching Network

Published online by Cambridge University Press:  15 August 2014

Katelyn Barney
Katelyn Barney*
Affiliation:
The Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, Brisbane, Queensland, Australia
*
address for correspondence: Katelyn Barney, The Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, St Lucia QLD 4072, Australia. Email: [email protected]
Get access

Abstract

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.

Keywords

Indigenous Studiesnetworkingtertiary educators
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 1: Rethinking, revitalising and re-shaping tertiary Australian Indigenous Studies , August 2014 , pp. 52 - 57
Copyright
Copyright © The Authors 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barney, K., & Mackinlay, E. (2010). Creating rainbows from words and transforming understandings: Enhancing student learning through reflective writing in an Aboriginal music course. Teaching in Higher Education, 15 (2), 161–173.Google Scholar
Barney, K., Bond, C., Page, S., & O’Sullivan, S. (2014, March). Difficult dialogues in the discomfort zone: The roles of Indigenous and non-Indigenous people teaching Indigenous Studies in universities. Paper presented at the Australian Institute of Aboriginal and Torres Strait Islander Studies Conference, Canberra, Australia.Google Scholar
Blaskett, B. (2009). White eyes open: Teaching the history wars in an Indigenous Studies unit at the University of Ballarat. In Frawley, J., Nolan, M., & White, N. (Eds.), Indigenous issues in Australian universities (pp. 47–56). Darwin, NT: Charles Darwin University.Google Scholar
Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of Higher Education access and outcomes for Aboriginal and Torres Strait Islander people: Final report. Canberra, Australia: Department of Industry, Innovation, Science, Research and Tertiary Education, Australian Government.Google Scholar
Bradley, J. (2012). Hearing the country: Reflexivity as an intimate journey into epistemological liminalities. The Australian Journal of Indigenous Education, 41 (1), 26–33.Google Scholar
Craven, R. (Ed.). (1999). Teaching Aboriginal studies. Sydney, Australia: Allen and Unwin.Google Scholar
Hook, G. (2012). Towards a decolonising pedagogy: Understanding Australian Indigenous Studies through critical whiteness theory and film pedagogy. The Australian Journal of Indigenous Education, 41 (2), 110–119.Google Scholar
Konishi, S., Lui-Chivishe, L., & Slater, S. (2008). Indigenous bodies. borderlands 7 (2). http://www.borderlands.net.au/vol7no2_2008/editorial.pdfGoogle Scholar
McGloin, C. (2008) Recontextualising the award: Developing a critical pedagogy in Indigenous studies. The International Journal of the Humanities, 6 (4), 81–88.Google Scholar
Mackinlay, E., & Barney, K. (Eds). (2012). Pearls not problems: Transforming pedagogy in Indigenous Australian studies in the context of higher education. The Australian Journal of Indigenous Education, 41.CrossRefGoogle Scholar
Nakata, M. (2004). Indigenous Studies and higher education. Wentworth Lecture, AIATSIS. Retrieved from http://www1.aiatsis.gov.au/exhibitions/wentworth/wentworthcontents.htmGoogle Scholar
Nakata, M. (2006). Australian Indigenous Studies: A question of discipline. The Australian Journal of Anthropology, 17 (3), 265–275.CrossRefGoogle Scholar
Nakata, M., Nakata, V., Keech, S., & Bolt, R. (2012). Decolonial goals and pedagogies for Indigenous Studies. Decolonization: Indigeneity, Education and Society, 1 (1), 120–140.Google Scholar
Nicoll, F. (2004). ‘Are you calling me a racist?’: Teaching critical whiteness theory in Indigenous sovereignty. borderlands, 3 (2). Retrieved from http://www.borderlands.net.au/vol3no2_2004/nicoll_teaching.htmGoogle Scholar
Norman, H. (2004). Exploring effective teaching strategies: Simulation case studies and Indigenous Studies at the university level. The Australian Journal of Indigenous Education, 33, 15–21.CrossRefGoogle Scholar
Page, S., & Asmar, C. (2008). Beneath the teaching iceberg: Exposing the hidden support dimensions of Indigenous academic work. The Australian Journal of Indigenous Education, 37 (Suppl.), 109–117.CrossRefGoogle Scholar