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Indigenising the Griffith School of Environment Curriculum: Where to From Here?

Published online by Cambridge University Press:  18 October 2013

Catherine Howlett ,
Jo-Anne Ferreira ,
Monica Seini  and
Christopher Matthews
Catherine Howlett*
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Jo-Anne Ferreira
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Monica Seini
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
Christopher Matthews
Affiliation:
Griffith School of Environment, Griffith University, Brisbane, Australia
*
address for correspondence: Catherine Howlett, Griffith School of Environment, Griffith University, Nathan QLD 4111, Australia. Email: [email protected]
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Abstract

This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge systems may impose on Indigenous ways of knowing and knowledge systems. The article also acknowledges the need for professional development opportunities for staff prior to any attempts towards Indigenisation of the curriculum.

Keywords

Indigenised curriculumreflexivityreceptivityprofessional development
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 42 , Issue 1 , August 2013 , pp. 68 - 74
Copyright
Copyright © The Authors 2013 

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