Indigenous Australian Perspectives in Teaching at The University of Queensland

This article describes an action research project undertaken in Australia to confront Eurocentrism in our social work curricula. Our aims, action, and reflections are discussed. Further, we explore the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula. The findings have relevance for international social work education.average (JCU, 2003). The North Queensland context is characterized by a higher ratio of indigenous people than the national average. Despite this fact, the numbers of indigenous students studying within our program are below population percentages of indigenous people. This context provided a clear rationale for the project.Our action research project, to "Indigenize the curriculum," attempted to redress issues captured by Rich (1986) in the above quote. The primary aim was to move further away from Western, Eurocentric approaches to teaching and learning in social work education, toward one where indigenous Australians are more visible. Further, we wanted to implement change for the long-term goal that our graduate body would reflect more accurately our regional indigenous demographic profile.We considered that it was our responsibility to work for change (Dominelli, 1989). For the purposes of the project described here, we use WHEN THOSE WHO HAVE POWER to name and to socially construct reality choose not to see you or hear you, whether you are darkskinned, old, disabled, female, or speak with a different accent or dialect than theirs, when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing. (Rich, 1986, p. 199) This article describes an action research project undertaken in Australia in 2001 by a small group of academic staff of the School of Social Work and Community Welfare at James Cook University (JCU), a regional university in North Queensland. A high proportion of JCU students are the first members of their families to enroll in a tertiary course. North Queensland experiences appreciably lower rates of participation in higher education than the national

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“…The first author considered the evaluation questions from Lampert and Lilley (1996, pp. 10-13) as a tool for early reflection.…”

Section: Observe and Reflectmentioning

confidence: 99%

Reconciling Indigenous and Non-Indigenous Knowledges in Social Work Education: Action and Legitimacy

Gair

Miles

Thomson

2005

Journal of Social Work Education

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“…The introduction of the teaching of Australian Indigenous Studies and languages in Australian schools and tertiary institutions has had an adverse effect on educational outcomes for Australian Indigenous peoples. While increasing school and tertiary student numbers, the recognition of the socio-cultural benefits for all Australians has not been forthcoming (Lampert and Lilley, 1996).…”

Section: Success Of Effortsmentioning

confidence: 99%

“…Introduction Previous research (Council for Aboriginal Reconciliation, 1995;Lampert and Lilley, 1996) in the area of student support for Indigenous Australian students within the university sector revealed a disparity between the academic concept of what constituted 'support' within the enclave of Indigenous Australian Student Support Units, and the actual 'need' of the Indigenous Australian students.…”

Section: The Evidence -The Researchmentioning

confidence: 99%

“…The quality of delivery of Australian Indigenous studies programs is also a contentious issue, as is the interest demonstrated by teachers and lecturers in wanting to teach the subject, or at least to have Australian Indigenous perspectives within their area of instruction. Lampert and Lilley (1996) in a survey of 251 lecturers from The University of Queensland found in relation to Australian Indigenous studies that:…”

Section: Introduction Of Australian Indigenous Studiesmentioning

confidence: 99%

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Where to Now? Cultural Liberation or Continued Subjugation

Budby

Foley

1998

Aust. J. indig. Educ.

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Since the 1970s considerable human effort and fiscal resources have been expended on improving the provision of education for Australian Indigenous peoples. The success or failure of such efforts and resources allocations is not clear and requires research. What is clear is that there has been an impact on the educational outcomes of Australian Indigenous peoples duringthis time. Indeed, there have been enormous advances in some areas and minor in other.

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“…Jo Lampert's (1996) research discussed in her article Indigenous Australian perspectives in teaching at the University of Queensland speaks volumes about the challenges of attempting to make university curricula inclusive of Indigenous Australian perspectives. She documents the often ambivalent attitudes of academics towards opening up the curriculum to Indigenous Australians.…”

Section: Introductionmentioning

confidence: 99%

Another Country: Non-Aboriginal Tertiary Students' Perceptions of Aboriginal and Torres Strait Islander Peoples

Ryan

1997

Aust. J. indig. Educ.

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Even though Aboriginal people are from Australia it does not mean they speak the English language (non-Aboriginal tertiary student).Jo Lampert's (1996) research discussed in her articleIndigenous Australian perspectives in teaching at the University of Queenslandspeaks volumes about the challenges of attempting to make university curricula inclusive of Indigenous Australian perspectives. She documents the often ambivalent attitudes of academics towards opening up the curriculum to Indigenous Australians. The research discussed here seeks to add to our understanding of this process, focussing this time on the response of students to the introduction of Australian Indigenous perspectives into a single unit within a Bachelor of Arts/Bachelor of Teaching program. The impetus to reflect on the process came with the shock of reading student papers, written at the end of the unit, and finding that effective communication about the educational needs of Aboriginal and Torres Strait Islander peoples did not seem to have taken place, making a closer analysis of the teaching/learning process imperative. This investigation will address questions abouthowuniversities can communicate effectively about Aboriginal and Torres Strait Islander peoples.

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Indigenous Australian Perspectives in Teaching at The University of Queensland

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Reconciling Indigenous and Non-Indigenous Knowledges in Social Work Education: Action and Legitimacy

Reconciling Indigenous and Non-Indigenous Knowledges in Social Work Education: Action and Legitimacy

Where to Now? Cultural Liberation or Continued Subjugation

Another Country: Non-Aboriginal Tertiary Students' Perceptions of Aboriginal and Torres Strait Islander Peoples

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