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dc.contributor.authorHauser, Vivianen_US
dc.contributor.authorHowlett, Catherineen_US
dc.contributor.authorMatthews, Christopheren_US
dc.contributor.editorJackie Hugginsen_US
dc.date.accessioned2017-05-03T12:25:32Z
dc.date.available2017-05-03T12:25:32Z
dc.date.issued2009en_US
dc.date.modified2010-07-27T07:16:22Z
dc.identifier.issn13260111en_US
dc.identifier.urihttp://hdl.handle.net/10072/30191
dc.description.abstractIn Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton's Intergrative Science Programen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent641898 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Queensland, Aboriginal and Torres Strait Islander Studies Uniten_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.uq.edu.au/ATSIS/ajie/index.html?page=117147en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom46en_US
dc.relation.ispartofpageto58en_US
dc.relation.ispartofissueSupp.en_US
dc.relation.ispartofjournalThe Australian Journal of Indigenous Educationen_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Educationen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130301en_US
dc.subject.fieldofresearchcode130212en_US
dc.titleThe place of indigenous knowledge in tertiary science education: A case study of Canadian Practices in indigenising the curriculumen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Sciences, Griffith School of Environmenten_US
gro.rights.copyrightCopyright remains with the authors 2009. The attached file is reproduced here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this monograph please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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