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dc.contributor.authorMcLaughlin, Juliana
dc.contributor.authorWhatman, Susan
dc.date.accessioned2017-05-03T15:31:08Z
dc.date.available2017-05-03T15:31:08Z
dc.date.issued2011
dc.date.modified2013-06-28T02:48:45Z
dc.identifier.issn0218-8791
dc.identifier.doi10.1080/02188791.2011.621243
dc.identifier.urihttp://hdl.handle.net/10072/43377
dc.description.abstractThis paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what "embedding" Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimize politics in the intellectual/academic realm. We conclude by arguing that critical race theory's emancipatory, future and action-oriented goals for curricula would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent119319 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom365
dc.relation.ispartofpageto377
dc.relation.ispartofissue4
dc.relation.ispartofjournalAsia Pacific Journal of Education
dc.relation.ispartofvolume31
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390303
dc.titleThe potential of critical race theory in decolonizing university curricula
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2011 Routledge. This is an electronic version of an article published in Asia Pacific Journal of Education, Volume 31, Issue 4, pages 365-377. Asia Pacific Journal of Education is available online at: http://www.informaworld.com with the open URL of your article.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorWhatman, Sue L.


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