Friday, 26 September 2014

eResource: Innovative Indigenous Teaching and Learning

Good Practice Report: Innovative Indigenous Teaching and Learning from Uni. of Southern Queensland on Vimeo.

Innovative Indigenous Teaching and Learning Report

Report Link:

Report Development

The review consists of three major sections. First, it provides a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships (as at February 2013) relating to the topic of Innovative Indigenous learning and teaching in higher education. Second, it presents a review of relevant Australian and international scholarly research and publications on the topic. Drawing on the observations from the review of ALTC projects and relevant literature, the final section, Recommendations, identifies areas in which further work or development is needed.

This report has reviewed sixteen ALTC funded and completed projects and fellowships as at March 2013 that are relevant to the topic of Innovative Indigenous learning and teaching. These projects and fellowships have mapped an overall picture of innovative Indigenous teaching and learning practices in Australia. These practices were implemented in different educational settings and were examined from different angles. They took on different forms and addressed specific needs of different groups of stakeholders, both Indigenous and non-Indigenous. They are forging new and meaningful structures and understanding for promoting Indigenous learning and teaching.


Key outcomes for teaching and learning of the ALTC completed projects on the topic of Innovative Indigenous learning and teaching:
  1. Identifying and addressing different distinct and specific areas in Australian Indigenous education that need attention
  2. Strengthening capacity of Indigenous and non-Indigenous stakeholders involved both directly and indirectly in Indigenous education
  3. Forging and advocating new paradigms of Indigenous learning and teaching
  4. Creating multiple networks for promoting new understanding of Indigenous education and Indigenous knowledge and for supporting all involved in the process
  5. Developing practical learning and teaching resources either ready for use or adaptable for different contexts
  6. Developing theoretical and philosophical tools/frameworks relevant to indigenous education
  7. Providing exemplars of good Indigenous learning and teaching practices
  8. Drawing attention to the need for concerted effort by different sectors and agencies involved in Indigenous education
  9. Promoting and recognising the importance of Indigenous knowledge practice
  10. Acting as a blueprint for further work/research to be done in the field, in terms of epistemology and methodology

Report Authors

Professor Nereda White
Professor Nereda White is an Australian Aboriginal woman from the Gooreng Gooreng people of Bundaberg, Queensland. She is currently Professor and Director of the Centre for Indigenous Education and Research, at the Australian Catholic University. Professor White holds Early Childhood teaching qualifications, and Masters and Doctoral qualifications in the area of educational leadership and management.
Dr Jack Frawley
Dr Jack Frawley is Deputy Director of Australian Catholic University's Centre for Creative & Authentic Leadership, and Senior Research Fellow with the Centre for Indigenous Education and Research.He is an active researcher in several educational leadership projects, and intercultural studies related projects.

Dang Thi Kim Anh

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