Culturally Inclusive Curriculum in Higher Education

Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle

doi:10.1017/jie.2015.2

Cited by 9 publications

(17 citation statements)

References 14 publications

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“…A second approach is to undertake research on Indigenous student participation, highlighting the outcomes of programs supporting student retention at universities (Biddle et al, 2004; Oliver et al, 2016; Schofield et al, 2013). A third approach is to map out what culturally inclusive curricula can look like (Pridham et al, 2015), including the benefits of support networks for educators (Burgess & Cavanagh, 2016), and processes that can be adopted to better teach Indigenous subject material (Wilson et al, 2015). For educators, these approaches demonstrate what existing good practice teaching and learning programs look like (Riley et al, 2015), but the third of them is about reform and imagining alternatives.…”

Section: Literature Reviewmentioning

confidence: 99%

Indigenising the curriculum: Transcending Australian geography’s dark past

Williams

Anders

Vreugdenhil

et al. 2021

Geographical Research

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Australian geography has been implicated in the White settler colonial project, including in the dispossession of Aboriginal peoples from their lands and the denigration of Aboriginal knowledges. Recognising the harm caused by this racist past is crucial if geography education is to play a stronger role in decolonisation. Much work is already underway. This article reports on a process to Indigenise the curriculum, building a partnership between Aboriginal people and Australian geography educators at the University of Tasmania. Tasmanian geographers and spatial scientists have begun working with Aboriginal people to come to terms with the discipline’s history of genocide, dispossession and cultural politics of extinction. A workshop that was the foundation for this process generated valuable insights into how to include the knowledge and practices of Aboriginal peoples in geography and planning curricula; build communities of practice; and learn to live lawfully and lore‐fully on Country. Lessons learned have informed curriculum renewal and are helping to build new relationships.

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Section: Literature Reviewmentioning

confidence: 99%

Indigenising the curriculum: Transcending Australian geography’s dark past

Williams

Anders

Vreugdenhil

et al. 2021

Geographical Research

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“…Traditionally this has been a challenge for universities and institutions more familiar with Western knowledge systems, so it was considered important that the CI course countered the role institutions have historically played in the exclusion and denial of Indigenous peoples (Rigney, 2012;Pridham, Martin, Walker, Rossengren and Wadley, 2015). Additionally, rather than limit educational possibilities by tokenistic inclusion of Indigenous content (Nakata et al 2014) the course viewed the inclusion of First Peoples knowledge and perspectives as an opportunity to enhance them.…”

Section: Weaving First Peoples' Knowledge Into the Curriculummentioning

confidence: 99%

Widening Participation in Service Learning

Valencia-Forrester¹,

Backhaus²

2021

International Perspectives in Social Justice Programs at the Institutional and Community Levels

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Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear. This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students with disability, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples' knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all students.

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“…What is important in approaching the inclusion of Indigenous knowledge and experience however isn't necessarily the content that is taught, but rather the practice and process of teaching itself which must embody and practice First Peoples' ways of knowing and learning (Rigney, 2012;Nakata et al, 2014). This represents a distinct challenge for universities and institutions more familiar with Western knowledge systems and as institutions that have historically played important roles in the exclusion and denial of Indigenous peoples (Rigney, 2012;Pridham, Martin, Walker, Rossengren and Wadley, 2015).…”

Section: Navigating "Contested Knowledge Spaces"mentioning

confidence: 99%

Weaving First Peoples' knowledge into a university course

Synot

Graham

et al. 2020

AJIE

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First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.

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Culturally Inclusive Curriculum in Higher Education

Cited by 9 publications

References 14 publications

Indigenising the curriculum: Transcending Australian geography’s dark past

Indigenising the curriculum: Transcending Australian geography’s dark past

Widening Participation in Service Learning

Weaving First Peoples' knowledge into a university course

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