Indigenous Contexts in the Law Curriculum: Process and Structure

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
K. Galloway
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引用次数: 1

Abstract

The rationale for reorienting the Australian law curriculum to incorporate and reflect Indigenous Australian knowledges, experiences, and perspectives, is well-rehearsed. Yet despite the need to enhance law graduate skills and knowledge in Aboriginal and Torres Strait Islander cross-cultural encounters, many law teachers remain reluctant to integrate what I call here ‘Indigenous contexts’ into law teaching. Adopting the standpoint of teacher-as-researcher, this article reflects on more than a decade of educational practice seeking to understand, theorise, implement, and improve law teaching that appropriately integrates Indigenous contexts into the law curriculum. Informed by an action research methodology, this paper analyses curriculum design practice, through a ‘self-reflective spiral’ following a deliberate, long-term, learning process. The article first outlines the methodological basis for practitioner action research that informs this paper. Part III then reports on an approach to curriculum arising from the author’s own experience in subject and program-level design strategies, developed deliberately to ‘embed’ Indigenous contexts in the law curriculum. Part IV reflects on the capacity of this curriculum framework to deliver change—both in terms of personal practice, notably from the perspective of a non-Indigenous law teacher, and at the program level. It concludes by identifying a widespread need for adaptive change by law teachers to complement the technical aspects of curriculum design: namely instructor knowledge, and personal commitment to implement curriculum goals.
法律课程中的本土语境:过程与结构
重新调整澳大利亚法律课程以纳入和反映澳大利亚土著人的知识、经验和观点的理由已经充分阐述。然而,尽管需要提高法律专业毕业生在原住民和托雷斯海峡岛民跨文化交流中的技能和知识,但许多法律教师仍然不愿将我在这里所说的“原住民背景”融入法律教学。本文以教师为研究者的立场,反思了十多年来寻求理解、理论化、实施和改进法律教学的教育实践,将土著背景适当地融入法律课程。本文采用行动研究方法,通过一个经过深思熟虑的长期学习过程的“自我反思螺旋”来分析课程设计实践。文章首先概述了从业者行动研究的方法论基础,为本文提供信息。然后,第三部分报告了一种基于作者自己在学科和课程层面设计策略方面的经验的课程方法,该策略是为了在法律课程中“嵌入”土著背景而故意制定的。第四部分反思了这一课程框架带来变革的能力——无论是在个人实践方面,尤其是从非土著法律教师的角度,还是在项目层面。最后,它确定了法律教师普遍需要适应性变革,以补充课程设计的技术方面:即教师知识和实施课程目标的个人承诺。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Legal Education Review
Legal Education Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
66.70%
发文量
7
审稿时长
12 weeks
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