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Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge

Published online by Cambridge University Press:  15 August 2014

Heidi Norman
Heidi Norman*
Affiliation:
Faculty of Arts and Social Sciences, University of Technology Sydney, New South Wales, Australia
*
Address for correspondence: Heidi Norman, Faculty of Arts and Social Sciences, University of Technology, Sydney, PO Box 123, Broadway, New South Wales, 2007, Australia. Email: [email protected]
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Abstract

As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

Keywords

pedagogyAboriginal Studiesundergraduate curriculum
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 1: Rethinking, revitalising and re-shaping tertiary Australian Indigenous Studies , August 2014 , pp. 42 - 51
Copyright
Copyright © The Authors 2014 

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References

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