NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ979559
Record Type: Journal
Publication Date: 2012-Aug
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1326-0111
Pearls, Not Problems: Exploring Transformative Education in Indigenous Australian Studies
Mackinlay, Elizabeth; Barney, Katelyn
Australian Journal of Indigenous Education, v41 spec iss n1 p10-17 Aug 2012
This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term "Problem-Based Learning", it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term "Problem-Based Learning" (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JIE
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia