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dc.contributor.authorKerwin, Daleen_US
dc.date.accessioned2017-04-24T11:04:24Z
dc.date.available2017-04-24T11:04:24Z
dc.date.issued2011en_US
dc.date.modified2012-05-09T23:26:05Z
dc.identifier.issn13603116en_US
dc.identifier.doi10.1080/13603110902783373en_US
dc.identifier.urihttp://hdl.handle.net/10072/44827
dc.description.abstractAboriginal children learn a two-way pedagogy and most Aboriginal learners have to engage in bicultural and bilingual education to succeed in the dominant educational setting. Aboriginal Australians pride themselves on being Aboriginal, however Aboriginal epistemology and ontology are never considered as true methodologies within a dominant learning environment. Aboriginal children have to engage in the dominant paradigms, discourses and descriptives (in other words, the dominant language and ways of doing things) when reconstructing an historical consciousness. Aboriginal people, since the invasion of Australia by a dominant cultural group, have been forced to accommodate other ways of knowing and take these as fact. Aboriginal pedagogy has and is still being seen as primitive with no place in a modern world. Aboriginal pedagogy and theoretical discussion of history, ideas of time and place, and the evolution of knowledge systems form the bases for this paper.en_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom249en_US
dc.relation.ispartofpageto261en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleWhen we become people with a historyen_US
dc.typeJournal articleen_US
dc.type.descriptionC2 - Non HERDC Eligibleen_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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