跨越鸿沟(RAD):原住民长老和学者共同努力,提高学生和教职员工的文化能力成果

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
L. Hansen, Percy Hansen, J. Corbett, Antonia Hendrick, T. Marchant
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引用次数: 4

摘要

本文由Nyoongar土著长老Louise和Percy Hansen以及Joanna Corbett与两位瓦杰拉(白人)学者合作撰写,详细介绍了旨在培养学生文化能力的“跨越鸿沟:土著长老和学者合作项目”(RAD)的设计和实施。令人鼓舞的是,许多澳大利亚大学致力于融入土著的认识、存在和行为方式,但关于如何做到这一点的信息却很少。以Nyoongar参与框架为指导的RAD, Minditj Kaart- moorditj Kaart框架提供了一个例子。RAD通过建立信任、承诺的关系和促进系统变革来发展学生和员工的能力。研究结果强调了共同创造如何通过讲故事和口述故事来嵌入土著教学(Hansen & Corbett, 2017;Hansen, 2017)产生变革性的学习成果,这些成果也符合国家、地方和专业的关键指令。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes
Abstract This article, written by Aboriginal Nyoongar Elders, Louise and Percy Hansen and Joanna Corbett in collaboration with two Wadjella (white) academics, details the design and delivery of The Reaching Across the Divide: Aboriginal Elders and Academics working together project (RAD) which aimed to develop student cultural capabilities. It is encouraging that many Australian universities aim at embedding Indigenous ways of knowing, being and doing yet there remains little information on how to do this. RAD, guided by a Nyoongar framework for engagement, the Minditj Kaart-Moorditj Kaart Framework, provides one example. RAD developed student and staff capabilities, through building trusting, committed relationships, and promoting systems change. The results highlight how co-creating to embed Indigenous pedagogy through yarning and oral storying (Hansen & Corbett, 2017; Hansen, 2017) produces transformative learning outcomes which also meet key national, local and professional directives.
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来源期刊
Australian Journal of Indigenous Education
Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.80
自引率
12.50%
发文量
13
期刊介绍: Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.
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