Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-18T08:17:37.828Z Has data issue: false hasContentIssue false
  • English
  • Français

Introduction: Exploring the Scope of the Australian Indigenous Studies Learning and Teaching Network

Published online by Cambridge University Press:  15 August 2014

Katelyn Barney ,
Cindy Shannon  and
Martin Nakata
Katelyn Barney*
Affiliation:
The Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, Brisbane, Queensland, Australia
Cindy Shannon
Affiliation:
Office of the Pro-Vice Chancellor Indigenous Education, The University of Queensland, Brisbane, Queensland, Australia
Martin Nakata
Affiliation:
Nura Gili Indigenous Programs Unit, UNSW Australia, Sydney, New South Wales, 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

The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.

Keywords

networkIndigenous Studiesteaching and learning
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. 1 - 7
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

Bell, D. (1994). Representing Aboriginal women: Who speaks for whom? In Mendelsohn, O. & Bati, A. (Eds.), The rights of subordinated peoples (pp. 221–250). Oxford: Oxford University Press.Google Scholar
Chalmers, G. (2005). The repercussions of representation. In Phillips, J. & Lampert, J. (Eds.), Introductory Indigenous Studies in education: The importance of knowing (pp. 151–164). Sydney, Australia: Pearson Education Australia.Google Scholar
Cowlishaw, G. (1993). Introduction: Representing racial issues. Oceania, 63 (3), 183–195.CrossRefGoogle Scholar
Craven, R. (2012). Seeding success: Getting started teaching Aboriginal Studies effectively. In Beresford, Q., Partington, G., & Gower, G. (Eds.), Reform and resistance in Aboriginal education (rev. ed., pp. 335–378). Perth, Australia: University of Western Australia Press.Google Scholar
Craven, R. (Ed.). (1999). Teaching Aboriginal studies. Sydney, NSW: Allen and Unwin.Google Scholar
Langton, M. (1993). Aboriginal art and film: The politics of representation. Race and Class, 35 (4), 89–106.CrossRefGoogle Scholar
Mackinlay, E. (2003). Performing race, culture, and gender in an Indigenous Australian women's music and dance classroom. Communication and Education, 52 (3/4), 258–272.CrossRefGoogle Scholar
Ma Rhea, Z., & Russell, L. (2012). The invisible hand of pedagogy in Australian Indigenous Studies and Indigenous education. The Australian Journal of Indigenous Education, 41, 18–25.CrossRefGoogle Scholar
Moreton-Robinson, A. (2000). Little bit woman: Representations of Indigenous women in White Australian feminism. In Talkin’ up to the white woman: Indigenous women and feminism (pp. 94–125). Brisbane, Australia: University of Queensland Press.Google Scholar
Moreton-Robinson, A. (2004). The possessive logic of patriarchal White sovereignty: The High Court and the Yorta Yorta Decision. Borderlands, 3 (2).Google Scholar
Nakata, M. (2004). Indigenous Studies and higher education. Wentworth Lecture, AIATSIS, 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. (2007). The cultural interface. The Australian Journal of Indigenous Education, 36 (Suppl.), 7–14.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
Phillips, J. (2005). Exploring the possibilities. In Phillips, J. & Lampert, J. (Eds.), Introductory Indigenous Studies in education: The importance of knowing (pp. 1–8). Sydney, Australia: Pearson Education Australia.Google Scholar
Yunkaporta, T., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural interface. The Australian Education Researcher, 36 (2), 55–72.CrossRefGoogle Scholar