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PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland

Published online by Cambridge University Press:  15 August 2014

Elizabeth Mackinlay  and
Katelyn Barney
Elizabeth Mackinlay
Affiliation:
School of Education, The University of Queensland, Brisbane, Queensland, Australia
Katelyn Barney*
Affiliation:
The Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, Brisbane, 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]
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Abstract

This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.

Keywords

transformative educationIndigenous StudiesPEARL
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. 31 - 41
Copyright
Copyright © The Authors 2014 

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