Growing Learning Dispositions in Indigenous Studies
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| Title: | Growing Learning Dispositions in Indigenous Studies |
|---|---|
| Language: | English |
| Authors: | Ailie McDowall, Dianna Hardy, Vincent Backhaus, Kyly Mills, Felecia Watkin Lui |
| Source: | Australian Journal of Indigenous Education. 2023 52(2). |
| Availability: | University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Indigenous Knowledge, Intellectual Disciplines, Learning Processes, Indigenous Populations, Difficulty Level, Personality, Student Attitudes, Learner Engagement, Educational Development, Majors (Students), Curriculum Development, Change Strategies, Vocabulary Development, Language Skills, Persuasive Discourse, Higher Education, Reflection |
| ISSN: | 1326-0111 2049-7784 |
| Abstract: | Indigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as remnants of the past. We extend earlier conversations by focusing on the development of learning dispositions which enable students to better navigate the complexities of the interface between Indigenous and non-Indigenous ideas. This reflection on practice contributes to ongoing discussions about the establishment of Indigenous studies as a discipline. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458733 |
| Database: | ERIC |
| Abstract: | Indigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as remnants of the past. We extend earlier conversations by focusing on the development of learning dispositions which enable students to better navigate the complexities of the interface between Indigenous and non-Indigenous ideas. This reflection on practice contributes to ongoing discussions about the establishment of Indigenous studies as a discipline. |
|---|---|
| ISSN: | 1326-0111 2049-7784 |
