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The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education

Published online by Cambridge University Press:  06 September 2012

Zane Ma Rhea  and
Lynette Russell
Zane Ma Rhea
Affiliation:
Faculty of Education, Monash University, Australia
Lynette Russell*
Affiliation:
Monash Indigenous Centre, School of Journalism, Australian and Indigenous Studies, Monash University, Australia
*
address for correspondence: Lynette Russell, Monash Indigenous Centre, School of Journalism, Australian and Indigenous Studies, Monash University, Clayton VIC 3800, Australia. Email: [email protected]
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Abstract

The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, and while there is tension between these areas rather than see as a problem we chose to interrogate this and argue for the potential for fruitful intellectual collaboration. This article problematises pedagogy and finds that sustained effort needs to be made to understand how pedagogical approaches to Australian Indigenous studies and Indigenous education are guiding and shaping each cognate area.

Keywords

Indigenous studiesIndigenous educationpedagogy history
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. 18 - 25
Copyright
Copyright © The Authors 2012

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