You are not logged in.
Openly accessible

Critical Indigenous pedagogy meets transformative education in a third space learning experience

Carnes, R 2015, Critical Indigenous pedagogy meets transformative education in a third space learning experience, in WAND 2015 : Proceedings of the 2015 Western Australian Network for Dissemination Conference, Western Australian Network for Dissemination (WAND), Perth. W. A., pp. 1-11.

Attached Files
Name Description MIMEType Size Downloads
carnes-criticalindigenous-2015.pdf Published version application/pdf 408.33KB 34

Title Critical Indigenous pedagogy meets transformative education in a third space learning experience
Author(s) Carnes, RORCID iD for Carnes, R orcid.org/0000-0002-9133-0608
Conference name Western Australian Network for Dissemination. Conference (2015 : Crawley, Western Australia)
Conference location Crawley, WA
Conference dates 29-30 Jan. 2015
Title of proceedings WAND 2015 : Proceedings of the 2015 Western Australian Network for Dissemination Conference
Editor(s) [Unknown]
Publication date 2015
Conference series Teaching and Learning Forum
Start page 1
End page 11
Total pages 11
Publisher Western Australian Network for Dissemination (WAND)
Place of publication Perth. W. A.
Summary This paper explores the philosophical and theoretical foundations of a first year unit in Aboriginal Studies offered at the University of Notre Dame in Fremantle. It explains how the current approach is inclusive of transformative and critical Indigenous pedagogies and taught from an evolving ‘third space’. Each philosophical underpinning is considered briefly, with reference to informal feedback received from students in 2014. What is suggested is that AB100 is indeed transformational for students in ways that are potentially ongoing in both professional and personallives. Given the focus of the University of Notre Dame on training students for the professions this has implications for potential ways of teaching and learning that may require uncapping the usual teaching and learning frameworks to actively incorporate transformative and Indigenous pedagogies. Recommended is the need for further investigation and research into the impact of this approach to learning via an evaluation framework based upon the authors PhD outcomes
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 959999 Cultural Understanding not elsewhere classified
HERDC Research category EN Other conference paper
Copyright notice ©2015, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069502

Document type: Conference Paper
Collections: Faculty of Business and Law
Law
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 50 Abstract Views, 35 File Downloads  -  Detailed Statistics
Created: Mon, 09 Feb 2015, 13:29:22 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.