Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-26T12:57:08.965Z Has data issue: false hasContentIssue false
  • English
  • Français

the Interface Between Indigenous and Non-Indigenous Systems of Knowing and Learning: a Report on a Dharug Language Programme

Published online by Cambridge University Press:  22 July 2015

Richard (Ricky) Green  and
Amanda Oppliger
Richard (Ricky) Green
Affiliation:
Chifley College, Dunheved Campus, Mapel Road North, St Mary’s, New South Wales, 2204, Australia
Amanda Oppliger
Affiliation:
Chifley College, Dunheved Campus, Mapel Road North, St Mary’s, New South Wales, 2204, Australia
Get access

Abstract

This paper reports on the processes experienced in the development of a language programme in a high school in the western suburbs of Sydney in 2006 and represents the ideas and views of the two key participants. We consider the different perspectives held by the key participants on the project and how these need to be worked through in order to come to a place where the two (or more) systems of knowing and learning can be symbiotic rather than pushing against one another. The two systems being referred to are, in brief, a Western academic position, held by the linguist on the project, and an Indigenous intuitive position, held by the language tutor on the project. We report on the steps forward and backward in this process and how the participants felt and dealt with the emotional and intellectual demands incurred throughout the process. Much of this “two steps forward, one step back” process has resulted from the struggle for the non-Indigenous linguist to understand the Indigenous tutor’s knowledge, input and feelings. Likewise the tutor had to come to understand the linguist’s knowledge base and what she was trying to do. We hope that this paper will open up many issues for consideration and discussion such as collaborative research, teaching and learning and working as a partnership.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 36 , Issue S1: (Re)Contesting Indigenous Knowledges & Indigenous Studies , 2007 , pp. 81 - 87
Copyright
Copyright © Cambridge University Press 2007

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

Aikenhead, G.S. (2001). Rekindling traditions: Cross-cultural science and technology units. In Settee, P. (Ed.), Indigenous knowledge conference 2001 (pp.1–17). Saskatoon, SK: University of Saskatchewan, Extension Division.Google Scholar
Amery, R. (2000). Warrabama Kaurna! Reclaiming an Australian language. Lisse, The Netherlands: Swets & Zeitlinger.Google Scholar
Amery, R. (2001). Language planning and language revival. Current Issues in Language Planning, 141–221.Google Scholar
Balcomb, T. (2001). Descartes meets the Isangoma (Diviner): The encounter between modern and Indigenous knowledge systems beyond colonialism and apartheid. In Settee, P. (Ed.), Indigenous knowledge conference 2001 (pp.18–32). Saskatoon, SK: University of Saskatchewan, Extension Division.Google Scholar
Chifley College. (n.d). School strategic management plan. Unpublished document.Google Scholar
Cram, J. (2004). Knowledge as map versus knowledge mapping: Translating the business of knowledge management to an educational environment. In Bales, J. & Bonanno, K. (Eds.), Constructing communities of learning and literacy (ASIA Online I conference proceedings) (n. p.). Zillmere, QLD: Australian School Library Association.Google Scholar
Dementi-Leonard, B., & Gilmore, P. (1999). Language revitalisation and identity in social context: A community-based Athabascan language preservation project in Western interior Alaska. Anthropology and Education Quarterly,30, 37–55.Google Scholar
Ermine, W. (1995). Aboriginal epistemology, First Nations education in Canada: The circle unfolds. Vancouver, BC: University of British Columbia Press.Google Scholar
Fishman, J.A. (1999). Comments and reflection. Anthropology and Education Quarterly,30, 116–124.Google Scholar
Furbee, N.L., & Stanley, L.A. (2002). A collaborative model for preparing Indigenous curators of a heritage language. International Journal of the Sociology of Language, 154, 113–128.Google Scholar
Hinton, L., & Ahlers, J. (1999). The issue of “authenticity” in California language restoration. Anthropology and Education Quarterly, 30, 56–67.Google Scholar
Li Cunxin., (2003). Mao’s last dancer. Ringwood, VIC: Penguin Books.Google Scholar
Marett, A. (2006, 2 May). Songs, Dreamings, and ghos [Radio broadcast] In Late night live. Sydney, NSW: Australian Broadcasting Corporation.Google Scholar
Rhydwen, M. (1996). Writing on the backs of the Blacks: Voice, literacy and community in Kriol fieldwork. St Lucia, QLD: University of Queensland Press.Google Scholar
Scollon, R., & Scollon, S.B.K. (1981). Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex Pub. Corp. Google Scholar
Simpson, L. (2001). Traditional ecological knowledge: Marginalisation, appropriation and continued disillusion. In Settee, P. (Ed.), Indigenous knowledge conference 2001 (pp.132–139). Saskatoon, SK: University of Saskatchewan, Extension Division.Google Scholar