Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-24T09:08:53.375Z Has data issue: false hasContentIssue false
  • English
  • Français

Experiencing Indigenous Knowledge Online as a Community Narrative

Published online by Cambridge University Press:  06 September 2012

Cat Kutay ,
Janet Mooney ,
Lynette Riley  and
Deirdre Howard-Wagner
Cat Kutay*
Affiliation:
Computer Science and Engineering, University of New South Wales, Australia
Janet Mooney
Affiliation:
Koori Centre, University of Sydney, Australia
Lynette Riley
Affiliation:
Koori Centre, University of Sydney, Australia
Deirdre Howard-Wagner
Affiliation:
Department of Sociology and Social Policy, University of Sydney, Australia
*
address for correspondence: Cat Kutay, School of Computer Science and Engineering, University of New South Wales, NSW 2052, Australia. Email: [email protected]
Get access

Abstract

This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled ‘Indigenous On-Line Cultural Teaching and Sharing’. One of the team members (Kutay) was also a project team member on the ALTC-funded project ‘Exploring PBL in Indigenous Australian Studies’, which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this article, we present the ‘Indigenous On-Line Cultural Teaching and Sharing’ project as an exemplar of this teaching process. The project turns a highly successful interactive kinship workshop into an interactive online experience for all students and staff of the University of Sydney. The project is developing a sharing portal for Aboriginal people in New South Wales (NSW) to incorporate their stories and experiences of cultural, historical and educational issues within a knowledge-sharing workshop. The site will use voices of Aboriginal participants to express the knowledge of their culture in a comparative and affirmative context. An interface for uploading audio and video has been generated to combine example stories from different perspectives. The interactive kinship workshop and Aboriginal voices will then be used in an online game, embedding Aboriginal knowledge and values within different professional learning contexts, such as law, social policy, health, and education.

Keywords

Indigenous narrativessocial constructiviste-learning
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 41 , Special Issue 1: Pearls not problems: Transforming pedagogy in Indigenous Australian studies in the context of higher education , August 2012 , pp. 47 - 59
Copyright
Copyright © The Authors 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Andrews, D., Hull, T., & De Meester, K. (2010). Storytelling as an instructional method: Research perspectives. Rotterdam and Taipai: Sense Publishers.CrossRefGoogle Scholar
Australian Government. (2003). Australian Higher Education Support Act. Canberra, Australia: Department of Education, Employment and Workplace Relations.Google Scholar
Australian Government. (2010). National Aboriginal and Torres Strait Islander Education Policy. Aboriginal and Torres Strait Islander Education; Action Plan 2010–2014. Retrieved from http://www.deewr.gov.au/Indigenous/Schooling/PolicyGuidelines/Pages/aep.aspx#04.Google Scholar
Australian Government. (2011). Closing the Gap, The Indigenous Reform Agenda. Retrieved from http://www.fahcsia.gov.au/sa/indigenous/progserv/ctg/Pages/default.aspx.Google Scholar
Blakesley, S. (2010). Yukon: Storytelling as an insightful tool for understanding educational leadership in Indigenous Yukon contexts. Canadian Journal of Educational Administration and Policy, 111. Retrieved from http://www.umanitoba.ca/publications/cjeap/pdf_files/blakesley.pdf.Google Scholar
Battiste, M. (2002). Indigenous knowledge and pedagogy in first nations education: A literature review with recommendations. Ottawa, Canada: National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada.Google Scholar
Ben-Naim, M., Bain, N., & Marcus, N. (2008). Visualization and analysis of student interactions in an adaptive exploratory learning environment. In Proceedings of the 1st International Workshop in Intelligent Support for Exploratory Environments in the European Conference on Technology Enhanced Learning.Google Scholar
Bradley, J. (2010). Singing saltwater country. Sydney, Australia: Allen & Unwin.Google Scholar
Craven, R., Halse, C., Marsh, H.W., Mooney, J., & Wilson-Miller, J. (2005). Teaching the teachers Aboriginal studies: Recent successful strategies. Canberra, Australia: Commonwealth of Australia.Google Scholar
Donovan, M. (2007). Can technological tools be used toss it Aboriginal learning pedagogies? In Dyson, L.E., Hendriks, M., & Grant, S. (Eds.), Information technology and Indigenous people (pp. 93–104). Miami, FL: Idea Group Inc.CrossRefGoogle Scholar
Dudgeon, P., & Fielder, J. (2006). Third spaces within tertiary places: Indigenous Australian studies. Journal of Community and Applied Psychology, 16, 396–409.CrossRefGoogle Scholar
Egan, K. (1998). Teaching as story telling: An alternative approach to teaching and curriculum. Chicago, IL: University of Chicago Press.Google Scholar
Fallon, G. (2010). Using avatars in virtual environments in learning: What do they have to offer? British Journal of Education Technology, 41, 108–122.CrossRefGoogle Scholar
Green, S., Baldry, E., & Sherwood, J. (2008, November). Decolonisation: An essential process for Australian social work education. Paper presented at the Strength in Unity AASW Annual Conference, Sydney, Australia.Google Scholar
Grzega, J., & Schöner, M. (2008). The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society. Journal of Education for Teaching, 34, 167–175.CrossRefGoogle Scholar
Hanley, S. (1994). On constructivism. Maryland collaborative for teacher preparation. Retrieved from http://www.inform.umd.edu/UMS+State/UMD-Projects/MCTP/Essays/Constructivism.txt.Google Scholar
Heitmeyer, D. (2001). The issue is not black and white: Aboriginality and education. In Allan, J. (Ed.), Sociology of education: Possibilities and practices. Katoomba, Australia: Social Science Press.Google Scholar
Indigenous Higher Education Advisory Council. (2006). Improving Indigenous outcomes and enhancing Indigenous culture and knowledges in Australian higher education (Report to the Minister for Education, Science and Training). Canberra, Australia: Commonwealth of Australia.Google Scholar
Kutay, C., & Mundine, K. (in press). Training for inclusion. In the Australian Institute of Aboriginal and Torres Strait Islander Studies Information Technologies and Indigenous Communities Workshop proceedings. Canberra, Australia: AIATSIS.Google Scholar
Lameman, B., & Lewis, J. (2011). Skins: Designing games with First Nation Youths. Journal of Game Design and Development Education, 1, 54–63.Google Scholar
Law Reform Commission of Western Australia Report. (2006). Aboriginal customary laws. Final Report: The interaction of Western Australian law with Aboriginal law and culture. Canberra, Australia: Commonwealth of Australia.Google Scholar
Mooney, J., & Craven, R. (2006, November). A case study: Introducing and teaching core Aboriginal studies. Paper presented at the Australian Association for Research in Education (AARE) Conference, Sydney, Australia.Google Scholar
Nakata, M. (2002, August). Indigenous knowledge and the cultural interface: underlying issues at the intersection of knowledge and information systems. Paper presented at IFLA Conference, Glasgow, Scotland.CrossRefGoogle Scholar
National Aboriginal Education Committee (NAEC) (1985). Philosophy, aims and policy guidelines for Aboriginal and Torres Strait Islander education (National Aboriginal Education Committee). Canberra, Australia: Author.Google Scholar
Ramsay, R., & Walker, D. (2010). Translating hybridity: The curious case of the first Kanak novel (Déwé Gorodé's L'épave). The AALITRA Review: A Journal of Literary Translation, 1, 44–57.Google Scholar
Rigney, L.I. (1997). Internationalisation of an Indigenous anti-colonial cultural critique of research methodologies: A guide to Indigenist research methodology and its principles. Journal for Native American Studies, 14 (2), 109–121.Google Scholar
Riley, L., & Genner, M. (2011). Bemel-Gardoo: Embedding cultural content in the science and technology syllabus. In Purdie, N., Milgate, G. & Bell, H.R. (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 119–155). Melbourne, Australia: ACER Press.Google Scholar
Willmot, E. (2010, August). A small apocrypha of Indigenous education (Prepared for ‘Bridging the Gap’ Workshop, Sydney University, New South Wales, Australia).Google Scholar
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Nova Scotia, Canada: Fernwood Publishing.Google Scholar
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (Unpublished PhD thesis), James Cook University, Australia.CrossRefGoogle Scholar