Disruption and Understanding in Professional Teaching Contexts
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Author(s)
Whatman, Susan
Griffith University Author(s)
Year published
2020
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Much of my teaching career has been devoted to disrupting and reconfiguring hegemonic educational decision-making practices to embed Aboriginal and Torres Strait Islander peoples’ knowledges (also referred to as Indigenous knowledges) into the disciplines at all levels of schooling and tertiary education. I do this from a non-Indigenous standpoint, with a personal, political, and professional commitment to doing so defining my teaching philosophy and professional teaching practice. The theories that have shaped my approach to embedding Indigenous knowledges include Nakata’s (2007) theory of the Cultural Interface, Ladson-Billings ...
View more >Much of my teaching career has been devoted to disrupting and reconfiguring hegemonic educational decision-making practices to embed Aboriginal and Torres Strait Islander peoples’ knowledges (also referred to as Indigenous knowledges) into the disciplines at all levels of schooling and tertiary education. I do this from a non-Indigenous standpoint, with a personal, political, and professional commitment to doing so defining my teaching philosophy and professional teaching practice. The theories that have shaped my approach to embedding Indigenous knowledges include Nakata’s (2007) theory of the Cultural Interface, Ladson-Billings (1998) application of Critical Race Theory (CRT) in education, bell hooks’ (1994) philosophy of engaged, transgressive pedagogy and, more recently, Todd’s (2014) educational philosophy for personal, moral, and ethical relations and liminality in classroom experiences. Perhaps, more conventionally, Bernstein’s (1990) social construction of pedagogic discourse, revealing relations and relationships that underpin educational decision-making, has also been highly influential on my work.
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View more >Much of my teaching career has been devoted to disrupting and reconfiguring hegemonic educational decision-making practices to embed Aboriginal and Torres Strait Islander peoples’ knowledges (also referred to as Indigenous knowledges) into the disciplines at all levels of schooling and tertiary education. I do this from a non-Indigenous standpoint, with a personal, political, and professional commitment to doing so defining my teaching philosophy and professional teaching practice. The theories that have shaped my approach to embedding Indigenous knowledges include Nakata’s (2007) theory of the Cultural Interface, Ladson-Billings (1998) application of Critical Race Theory (CRT) in education, bell hooks’ (1994) philosophy of engaged, transgressive pedagogy and, more recently, Todd’s (2014) educational philosophy for personal, moral, and ethical relations and liminality in classroom experiences. Perhaps, more conventionally, Bernstein’s (1990) social construction of pedagogic discourse, revealing relations and relationships that underpin educational decision-making, has also been highly influential on my work.
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Book Title
Encyclopedia of Teacher Education
Copyright Statement
© 2020 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
Subject
Higher education
Curriculum and pedagogy theory and development
Aboriginal and Torres Strait Islander education not elsewhere classified