ERIC Number: ED456956
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
Reconciling Indigenous and Western Knowing.
Being able to consider the full range of social and economic issues from different cultural perspectives while maintaining respect and an open mind is a difficult task. The similarities between the latest thinking of Western cosmology and theoretical physics and Indigenous understandings of the bush and its components are striking and provide a theoretical basis for the construction of two-way learning in all Western schools. Democratic reconciliation through a process of two-way learning encourages participants to move within and between paradigms with courage and persistence, to travel boldly, and to think fearlessly. Nyerna Studies, a Bachelor of Education program being conducted in partnership between the Indigenous people of the Echuca region and Victoria University of Technology (Australia), is implementing respectful, democratic, and cultural two-way teaching and learning. The program is open to Indigenous and non-Indigenous students and involves studies in education, Indigenous culture and knowing, sport and recreation, and youth and community. The investigation of educational, cultural, and research ideas through a process of integrated, holistic inquiry has shown considerable success. Discussions of the principles and practices of Nyerna Studies indicate that progress is being made in reconciling Indigenous and Western knowing and that collaboration and critique are being transformed into critical dialogue and possibility. (Contains 14 references.) (TD)
Descriptors: Aboriginal Australians, Cognitive Style, College Programs, Cultural Awareness, Cultural Interrelationships, Educational Philosophy, Ethnic Studies, Foreign Countries, Higher Education, Holistic Approach, Indigenous Knowledge, Intercultural Programs, Self Determination, World Views
For full text: http://www.aare.edu.au/00pap/hoo00103.htm.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A