Abstract:
An investigation of Aboriginal people's relationship with the university constitutes the basis of the authors doctoral thesis study and aids in informing this paper. Specifically the paper focuses on the experiences of Aboriginal people's as learners, teachers and administrators in the university. Such locations provide the lens through which the complexity of the relationship can be understood. In this paper the genre of Aboriginal storming is used to frame and centre the discussion about knowing teaching and learning. Two key stories are offered. One of these draws on the authors own recent professional experience as a teaching academic and the other speaks to moments in the professional teaching life of one the Tiddas( in Aboriginal vernacular) involved as a research participant in the doctoral study. The stories are situated alongside other Aboriginal experience to be analysed through a critical theoretical lens so as to develop Aboriginal standpoint positions for what it means to teach and learn in the primarily white site of the university.
The paper undertakes this task by organising key thems that examine the teaching and learning at the individual, institutional and ideological levels to give focus to the complexities associated with being Aboriginal in this domain. The themes speak into - Authenticity through the Aboriginal academic and student experience; Authority through Aboriginal academic and student experience; Aboriginal Knowledges and the Politics of the Curriculum.
this paper builds on existing Aboriginal dialogue to develop a further and deeper understanding of what it means to be an Aboriginal person learning and teaching in the university. Framing the epistemological acts of standing on our higher education(felt and understood as Aboriginal sovereign) ground and our acts for making the spaces for our knowledge work for teaching and learning helps to build a different knowing of the university. This knowing is integral to both the transformation of the university and Aboriginal people's participation within it. It is from this location that the complexity of the location between Aboriginal people's and the university can be known.
The paper undertakes this task by organising key thems that examine the teaching and learning at the individual, institutional and ideological levels to give focus to the complexities associated with being Aboriginal in this domain. The themes speak into - Authenticity through the Aboriginal academic and student experience; Authority through Aboriginal academic and student experience; Aboriginal Knowledges and the Politics of the Curriculum.
this paper builds on existing Aboriginal dialogue to develop a further and deeper understanding of what it means to be an Aboriginal person learning and teaching in the university. Framing the epistemological acts of standing on our higher education(felt and understood as Aboriginal sovereign) ground and our acts for making the spaces for our knowledge work for teaching and learning helps to build a different knowing of the university. This knowing is integral to both the transformation of the university and Aboriginal people's participation within it. It is from this location that the complexity of the location between Aboriginal people's and the university can be known.