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ERIC Number: ED473885
Record Type: Non-Journal
Publication Date: 2002-Dec-4
Pages: 23
Abstractor: N/A
Reference Count: N/A
Indigenous Teaching Programs: The Benefits of Teaching Indigenous Australian Studies in a Cross-Cultural Context.
Malezer, Barry; Sim, Cheryl
An Australian national survey of 10,019 primary and secondary teachers suggested that preparation in Indigenous Australian studies held the lowest ranking of national priority items. In addition, a national qualitative study identified inadequacies in teacher preparation for teaching Indigenous Australian studies, especially in secondary schools. At Griffith University in Brisbane (Queensland), non-Indigenous preservice teachers receive cross-cultural training from a team of five Indigenous educators. Indigenous teachers use an interdisciplinary approach to teach students their worldview more than specific facts or knowledge. An Indigenous worldview is the relationship of priority, importance, and responsibility to the human and physical world. An Indigenous worldview requires students to accept the concept of difference. The greatest understanding students need to achieve is that knowledge is created through individual or group perception and that truth is a perspective. Indigenous educators rarely teach in an abstract or conceptual sense. Through cultural, community, and personal anecdotal experiences, they create a personalized approach to developing culturally sensitive students. The Indigenous teaching staff targets greater understanding of the Indigenous Australian experience as the course's productive outcome. A study examining preservice teachers' views about their experience in this course found that students expressed a strong increase in understanding and substantial engagement with the topic. (Contains 27 references.) (TD)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia