Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course

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Monk, Sue
Riley, Tasha
Van Issum, Harry
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2022
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Abstract

In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indigenous cultures and histories. The research was conducted with first-year pre-service teachers studying an Indigenous Knowledges course as part of their Bachelor of Education degree at an Australian university. Student responses to the course demonstrated that this approach supported deep engagement with course concepts, commitment to collaborative learning, and an appreciation for creative use of arts and the role of affect and in transformative learning.

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Journal of Transformative Education

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This publication has been entered in Griffith Research Online as an advanced online version.

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Specialist studies in education

Higher education

Education systems

Social Sciences

Education & Educational Research

transformative learning

arts-based inquiry

affective learning

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Monk, S; Riley, T; Van Issum, H, Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course, Journal of Transformative Education, 2022

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