Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-26T04:04:53.016Z Has data issue: false hasContentIssue false
  • English
  • Français

Weaving First Peoples' knowledge into a university course

Published online by Cambridge University Press:  09 January 2020

Edward Synot ,
Mary Graham ,
John Graham ,
Faith Valencia-Forrester ,
Catherine Longworth  and
Bridget Backhaus
Edward Synot*
Affiliation:
Service Learning Unit, Griffith University, 170 Kessels Road, Nathan, Queensland4111, Australia
Mary Graham
Affiliation:
School of Political Science and International Studies, The University of Queensland, St Lucia4072, Australia
John Graham
Affiliation:
GUMURRII Student Support Unit, Griffith University, 170 Kessels Road, Nathan, Queensland4111, Australia
Faith Valencia-Forrester
Affiliation:
Service Learning Unit, Griffith University, 170 Kessels Road, Nathan, Queensland4111, Australia
Catherine Longworth
Affiliation:
Service Learning Unit, Griffith University, 170 Kessels Road, Nathan, Queensland4111, Australia
Bridget Backhaus
Affiliation:
Service Learning Unit, Griffith University, 170 Kessels Road, Nathan, Queensland4111, Australia
*
Author for correspondence: Edward Synot, E-mail: e.synot@griffith.edu.au
Get access

Abstract

First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.

Keywords

Higher educationIndigenous knowledgeIndigenous methodology and pedagogy
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 2 , December 2021 , pp. 222 - 228
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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

Battiste, M and Henderson, JY (2009) Naturalizing Indigenous knowledge in Eurocentric education. Canadian Journal of Native Education 32, 5.Google Scholar
Biana, H (2017) Ways of Weaving: Integrating Philippine Indigenous Philosophy and Art. Paper presented at the Arts and Culture: Heritage, Practices and Futures Conference, Manila.Google Scholar
Black, CF (2011) The Land is the Source of the Law: A Dialogic Encounter with Indigenous Jurisprudence. London, UK: Routledge Cavendish.Google Scholar
Carey, M (2015) The limits of cultural competence: an Indigenous studies perspective. Higher Education Research & Development 34, 828–840.CrossRefGoogle Scholar
Carlson, B and McGloin, C (2013) Indigenous studies and the politics of language. Journal of University Teaching & Learning 10, 1–10.Google Scholar
Collins-Gearing, B and Smith, R (2016) Burning off: Indigenising the discipline of English. The Australian Journal of Indigenous Education 45, 159–169.CrossRefGoogle Scholar
de Oliveira Andreotti, V, Stein, S, Ahenakew, C and Hunt, D (2015) Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society 4, 21–40.Google Scholar
Gilbert, S and Tillman, G (2017) Teaching practise utilising embedded Indigenous cultural standards. The Australian Journal of Indigenous Education 46, 173–181.CrossRefGoogle Scholar
Giovanangeli, A and Snepvangers, K (2016) Spaces of multiplicity: rethinking Indigenous perspectives in Australian tertiary education through altering teacher beliefs and practices. Commonwealth Essays and Studies 38, 39.CrossRefGoogle Scholar
Graham, M (2008) Some thoughts about the philosophical underpinnings of Aboriginal worldviews. Australian Humanities Review 45, 181–193.Google Scholar
Graham, M (2014) Aboriginal notions of relationality and positionalism: a reply to Weber. Global Discourse 4, 17–22.CrossRefGoogle Scholar
Griffith University (2016) Academic Committee, The Griffith Graduate. Available at: https://policies.griffith.edu.au/pdf/The%20Griffith%20Graduate.pdf (Accessed 19 August 2019).Google Scholar
Grieves, V (2008) Aboriginal spirituality: a baseline for Indigenous knowledge's development in Australia. The Canadian Journal of Native Studies 28, 363–398.Google Scholar
Heckenberg, R (2015) Learning in place, cultural mapping and sustainable values on the Millawa Billa (Murray River). The Australian Journal of Indigenous Education 45, 1–10.CrossRefGoogle Scholar
Henderson, JH (2005) Insights on First Nations humanities. The Australian Journal of Indigenous Education 34, 143–151.CrossRefGoogle Scholar
Hollinsworth, D (2013) Forget cultural competence; Ask for an autobiography. Social Work Education 32, 1048–1060.CrossRefGoogle Scholar
Howlett, C, Ferreira, J, Seini, M and Matthews, C (2013) Indigenising the Griffith School of Environment Curriculum: where to from here? The Australian Journal of Indigenous Education 42, 68–74.CrossRefGoogle Scholar
Ingold, T (2000) Perception of the Environment: Essays on Livelihood, Dwelling and Skill. London: Routledge.Google Scholar
Kwaymullina, A (2005) Seeing the light: Aboriginal law, learning and sustainable living in Country. Indigenous Law Bulletin 6, 12–15.Google Scholar
Kwaymullina, A (2016) Research, ethics and Indigenous peoples. AlterNative 12, 437–449.CrossRefGoogle Scholar
Kwaymullina, A and Kwaymullina, B (2010) Learning to read the signs: law in an Indigenous reality. Journal of Australian Studies 34, 195–208.CrossRefGoogle Scholar
Maduro, O (2012) An (other) invitation to epistemological humility: Notes toward a self-critical approach to counter-knowledges. In Isasi-Daz, AM and Mendieta, E (eds), Decolonizing Epistemologies: Latina/o Theology and Philosophy. New York, US: Fordham University Press, pp. 87–106.Google Scholar
Martin, K and Mirraboopa, B (2003) Ways of knowing, being and doing: a theoretical framework and methods for Indigenous and Indigenist re-search. Journal of Australian Studies 27, 203–214.CrossRefGoogle Scholar
McKnight, A (2016) Meeting country and self to initiate an embodiment of knowledge: embedding a process for Aboriginal perspectives. The Australian Journal of Indigenous Education 45, 11–22.CrossRefGoogle Scholar
Mignolo, WD (1999) I am where I think: epistemology and the colonial difference. Journal of Latin American Cultural Studies 8, 235–245.CrossRefGoogle Scholar
Mignolo, WD (2011) Decolonizing western epistemology/building decolonial epistemologies. In Isasi-Daz, AM and Mendieta, E (eds), Decolonizing Epistemologies: Latina/O Theology and Philosophy. New York, US: Fordham University Press, pp. 19–43.CrossRefGoogle Scholar
Nakata, M (2007a) Disciplining the savages: Savaging the disciplines. Canberra, Australia: Aboriginal Studies Press.Google Scholar
Nakata, M (2007b) The cultural interface. The Australian Journal of Indigenous Education 36, 7–14.CrossRefGoogle Scholar
Nakata, M (2018) Difficult dialogues in the south: questions about practice. The Australian Journal of Indigenous Education 47, 1–7.CrossRefGoogle Scholar
Nakata, M, Nakata, V, Keech, S and Bolt, R. (2012) Decolonial goals and pedagogies for Indigenous studies. Decolonization: Indigeneity, Education & Society 1, 120–140.Google Scholar
Nakata, M, Nakata, V, Keech, S and Bolt, R (2014) Rethinking majors in Australian Indigenous studies. The Australian Journal if Indigenous Education, 43, 8–20.CrossRefGoogle Scholar
Pridham, B, Martin, D, Walker, K, Rossengren, R and Wadley, D (2015) Culturally inclusive curriculum in higher education. The Australian Journal of Indigenous Education 44, 94–105.CrossRefGoogle Scholar
Rigney, LI (2012) Review of Indigenous Higher Education Consultancy: Indigenous Higher Education Reform and Indigenous Knowledges. Report commissioned for the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Available from https://docs.education.gov.au/documents/indigenous-higher-education-reform-and-indigenous-knowledges.Google Scholar
Riley, L, Howard-Wagner, D and Mooney, J (2015) Kinship online: engaging ‘cultural praxis’ in a teaching and learning framework for cultural competence. The Australian Journal of Indigenous Education 44, 70–84.CrossRefGoogle Scholar
Russell, L (2005) Indigenous knowledge and archives: accessing hidden history and understandings. Australian Academic & Research Libraries 36, 161–171.CrossRefGoogle Scholar
Smith, LT (2012) Decolonizing Methodologies: Research and Indigenous Peoples. London, UK: Zed Books.Google Scholar
Tjanpi Desert Weavers (2015) Paarpakani: take flight. Cultural Studies Review 21, 149–174.Google Scholar
Tuck, E and Yang, KW (2012) Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society 1, 1–40.Google Scholar
Watson, I (2014) Raw Law: Aboriginal Peoples, Colonisation and International Law. London, UK: Routledge.CrossRefGoogle Scholar