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Learning in Place, Cultural Mapping and Sustainable Values on the Millawa Billa (Murray River)

Published online by Cambridge University Press:  28 September 2015

Robyn Heckenberg
Robyn Heckenberg*
Affiliation:
Monash Indigenous Centre, Monash University, Victoria, Australia
*
address for correspondence: Robyn Heckenberg, Monash Indigenous Centre, Menzies Building, 20 Chancellors Walk, Monash University, Clayton, Victoria 3800, Australia. Email: [email protected]
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Abstract

This paper presents an Indigenous perspective on the significance of land, culture and Indigenous rights. The United Nations (UN) Declaration on the Rights of Indigenous Peoples promote the importance of traditional Indigenous societies, such as Aboriginal Australians. Participating in caring for country methods and having a close on-going relationship to the land is also supported in this Declaration. As well as this, these principles support the notion of Indigenous education for community, and youth in particular, in places of cultural significance and places of longstanding occupation. All of this lends itself to an Aboriginal way of being in terms of cultural teaching and learning. These principles are incorporated into a performative perspective of traditional pedagogy and the incorporation of cultural practices in a best practice model that can incorporate cultural mapping as an exercise that expounds environmental and ecological perspectives within learning places on the land. Through connection to land and community relationships to cultural knowledge and cultural values, this paper will provide an Indigenous standpoint on Indigenous experiences and senses of place and the importance of the UN Declaration on the Rights of Indigenous Peoples in advancing significant principles and initiatives that value Indigenous ways of being and doing.

Keywords

cultural mappingtraditional pedagogyIndigenous knowledgeIndigenous rightsWagirra Trail
Type
2014 Australian Association for Research in Education Betty Watts Award Winning Paper
Information
The Australian Journal of Indigenous Education , Volume 45 , Issue 1 , August 2016 , pp. 1 - 10
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Copyright
Copyright © The Author(s) 2015 

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