Show simple item record

dc.contributor.authorMcLaughlin, Juliana
dc.contributor.authorWhatman, Susan
dc.date.accessioned2020-11-15T22:54:46Z
dc.date.available2020-11-15T22:54:46Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10072/399290
dc.description.abstractThe recognition of Indigenous knowledge in western academic institutions challenges colonial discourses which have informed and shaped knowledge about Indigenous peoples, cultures and histories. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and the processes through which university curricula can accommodate Indigenous knowledge in teaching and learning. To achieve this deeper analysis, and to invigorate the continuing decolonisation of Australian university curricula, this paper critically interrogates the methodology and conceptualisation of Indigenous knowledge in embedding Indigenous perspectives (EIP) projects in the university curriculum by drawing from tenets of critical race theory and the cultural interface (Nakata, 2007). Accordingly, we conduct this analysis from the standpoint that Indigenous knowledge in university curricula should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimise politics in the intellectual / academic realm (Dei, 2008, p. 10). We conclude by arguing that critical race theory’s emancipatory, future and action-oriented goals for curricula (Dei, 2008) would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo (McLaughlin & Whatman, 2008).
dc.publisherWorld Council of Comparative Education Societies (WCCES)
dc.publisher.urihttps://www.theworldcouncil.net/xiv-world-congress-istanbul-turkey-2010.html
dc.relation.ispartofconferencenameWorld Congress in Comparative Education Societies (WCCES)
dc.relation.ispartofconferencetitleWorld Congress in Comparative Education Societies (WCCES)
dc.relation.ispartofdatefrom2010-06-14
dc.relation.ispartofdateto2010-06-18
dc.relation.ispartoflocationIstanbul, Turkey
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchCurriculum and pedagogy theory and development
dc.subject.fieldofresearchAboriginal and Torres Strait Islander education not elsewhere classified
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode390102
dc.subject.fieldofresearchcode450299
dc.titleDecolonising curricula in an Australian university : re-imagining curriculum through critical race theory
dc.typeConference output
dcterms.bibliographicCitationMcLaughlin, J; Whatman, S, Decolonising curricula in an Australian university : re-imagining curriculum through critical race theory, World Congress in Comparative Education Societies (WCCES), 2010
dc.date.updated2020-11-15T01:19:19Z
gro.hasfulltextNo Full Text
gro.griffith.authorWhatman, Sue L.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record