Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-10T10:05:13.606Z Has data issue: false hasContentIssue false
  • English
  • Français

Indigenising the Griffith School of Environment Curriculum: Where to From Here?

Published online by Cambridge University Press:  18 October 2013

Catherine Howlett ,
Jo-Anne Ferreira ,
Monica Seini  and
Christopher Matthews
Catherine Howlett*
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Jo-Anne Ferreira
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Monica Seini
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Christopher Matthews
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
*
address for correspondence: Catherine Howlett, Griffith School of Environment, Griffith University, Nathan QLD 4111, Australia. Email: c.howlett@griffith.edu.au
Get access

Abstract

This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge systems may impose on Indigenous ways of knowing and knowledge systems. The article also acknowledges the need for professional development opportunities for staff prior to any attempts towards Indigenisation of the curriculum.

Keywords

Indigenised curriculumreflexivityreceptivityprofessional development
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 42 , Issue 1 , August 2013 , pp. 68 - 74
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alfred, G.T. (2006). Sovereignty — An inappropriate concept. In Maaka, R. & Anderson, C. (Eds.), The Indigenous experience: Global perspectives (p. 322–336). Toronto, Canada: Canadian Scholars Press Inc.Google Scholar
Alfred, G.T. (2009). Peace, power, righteousness: an Indigenous manifesto (2nd ed.). Toronto, Canada: Oxford University Press.Google Scholar
Carey, M. (2008). Psychology and Indigenous Australians: Teaching practice and theory. In Indigenisation, interdisciplinarity and cultural competency: Working the dialogic space between Indigenous Studies and other disciplines at Curtin University. Adelaide, Australia: University of South Australia.Google Scholar
Denscombe, M. (1998). The good research guide for small-scaled research projects. Buckingham, UK: Open University Press.Google Scholar
Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people. Retrieved from http://www.innovation.gov.au/HigherEducation/IndigenousHigherEducation/ReviewOfIndigenousHigherEducation/FinalReport/index.htmlGoogle Scholar
Department of Economic and Social Affairs. (2009). The State of the Worlds Indigenous People. New York: The United Nations.Google Scholar
Department of Innovation, Industry, Science, Research, Climate Change and Tertiary Education (DIISCCRTE). (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People: Final report. Canberra, Australia: Author.Google Scholar
Fasoli, L., Frawley, J., Ober, R., D'Arbon, T., & White, N. (2008). An institutional leadership paradigm: Transforming practices, structures and conditions in Indigenous higher education (Final Project Report for The Australian Learning and Teaching Council, Leadership for Excellence in Learning and Teaching Program). Australia: Australian Catholic University.Google Scholar
Griffith University. (2010). Aboriginal and Torres Strait Islander Peoples: Learning and teaching. Retrieved from http://www.griffith.edu.au/about-griffith/aboriginal-torres-strait-islander-first-peoples/learning-teachingGoogle Scholar
Hagan, R., & Huijser, H. (2008, July) Are the sciences Indigenisable: Of course they are! Second Annual Psychology and Indigenous Australians: Teaching, Practice and Theory Conference, Adelaide, Australia.Google Scholar
Howlett, C., Seini, M., Matthews, C., Dillon, B., & Hauser, V., (2008). Retaining Indigenous students in tertiary education: Lessons from the Griffith School of Environment. The Australian Journal of Indigenous Education, 37, 18–27.CrossRefGoogle Scholar
Hauser, V., Howlett, C., & Matthews, C. (2009). The place of Indigenous knowledge in tertiary science education: A case study of Canadian practices in Indigenising the curriculum. The Australian Journal of Indigenous Education, 38 (S), 46–258.CrossRefGoogle Scholar
Indigenous Higher Education Advisory Council (IHEAC). (2008). IHEAC — Supplementary Submission to the Review of Australian Higher Education, Retrieved from http://www.deewr.gov.au/Indigenous/HigherEducation/Programs/IHEAC/documents/SuppHER.pdfGoogle Scholar
Kincheloe, J., & Stienberg, S. (2008). Indigenous knowledges in education: Complexities, dangers, and profound benefits. In Denzin, N., Lincoln, Y.S., & Smith, L. (Eds.), Handbook of critical and Indigenous methodologies (pp. 135–2157). Los Angeles, CA: Sage.CrossRefGoogle Scholar
Kuokkanen, R. (2007). Reshaping the university. Responsibility, indigenous epistemes, and the logic of the gift. Vancouver, Canada: UBC Press.Google Scholar
Mentkowski, M., Rogers, G., Doherty, A., & Loacker, G. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco, CA: Jossey-Bass.Google Scholar
Nakata, M. (2004). Indigenous Australian studies and higher education: 2004 Biennial AIATSIS Wentworth Lecture. Retrieved from http://www1.aiatsis.gov.au/exhibitions/wentworth/a352185_a.pdfGoogle Scholar
Nakata, M. (2007a). The cultural interface. The Australian Journal of Indigenous Education, 36 (S), 7–214.CrossRefGoogle Scholar
Nakata, M. (2007b). Disciplining the savages — Savaging the disciplines. Canberra, Australia: Aboriginal Studies Press.Google Scholar
Pechenkina, E., Kowal, E., & Paradies, Y. (2011). Indigenous Australian students’ participation rates in higher education: Exploring the role of universities. The Australian Journal of Indigenous Education, 40, 59–68.CrossRefGoogle Scholar
Williamson, J., & Dalal, P. (2007). Indigenising the curriculum or negotiating the tensions at the cultural interface? Embedding Indigenous perspectives and pedagogies in a university curriculum. The Australian Journal of Indigenous Education, 36 (S), 51–258.CrossRefGoogle Scholar