Inclusive Pedagogies: the development and delivery of Australian Indigenous curricula in higher education

El Zoghbi, Mona B (2008) Inclusive Pedagogies: the development and delivery of Australian Indigenous curricula in higher education. Learning and Teaching in Higher Education (3). pp. 33-48.

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The construction of Indigenous knowledge within a western framework has been important in translating Indigenous issues and knowledge to mainstream Australia via educational systems. However, the production of Indigenous curricula is often essentialised and framed within binary locations, reliving traditional processes of assimilation and denying cultural identity and the diversity of student experience. This is because dominant educational frameworks intrude, through representation, reproduction and recontextualisation, Indigenous knowledge and identity. As a consequence, the development of genuine, alternative Indigenous curricula and pedagogy are inhibited. This paper explores the important role of inclusive curricula in supporting alternative processes of knowledge production and pluralistic approaches where the emphasis is on enhancement of active learning through collaboration and consultation. Inclusivity in the classroom recognises the diverse needs of learners, offers a range of teaching, learning and assessment approaches, and incorporates Indigenous knowledge systems through authentic learning experience that draws on Indigenous and non-Indigenous voices and knowledge frameworks. The paper also highlights the need to refigure constructions of difference and identity so as to provide meaningful mapping to support the development of content, assessment, methodology and delivery to integrate western and Indigenous frameworks within higher education curricula. This approach presents the opportunity to rethink pedagogic practices, to present diverse perspectives and contexts so as not to restrict or hinder the development of Indigenous curricula and pedagogy.

Item Type: Article
Article Type: Article
Additional Information: Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Society and Learning
Depositing User: Anne Pengelly
Date Deposited: 24 Aug 2016 09:17
Last Modified: 02 Aug 2021 06:33

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