NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ910309
Record Type: Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1750-8487
Relationship to Place: Positioning Aboriginal Knowledge and Perspectives in Classroom Pedagogies
Harrison, Neil; Greenfield, Maxine
Critical Studies in Education, v52 n1 p65-76 Feb 2011
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia