Relationship to place

Positioning aboriginal knowledge and perspectives in classroom pedagogies

Neil Harrison*, Maxine Greenfield

*Corresponding author for this work

Research output: Contribution to journalArticle

57 Citations (Scopus)

Abstract

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.

Original languageEnglish
Pages (from-to)65-76
Number of pages12
JournalCritical Studies in Education
Volume52
Issue number1
DOIs
Publication statusPublished - Feb 2011

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