Designing an Australian Indigenous Studies Curriculum for the Twenty-First Century: Nakata's "Cultural Interface", Standpoints and Working beyond Binaries

Autor/inn/en	Carey, Michelle; Prince, Michael
Titel	Designing an Australian Indigenous Studies Curriculum for the Twenty-First Century: Nakata's "Cultural Interface", Standpoints and Working beyond Binaries
Quelle	In: Higher Education Research and Development, 34 (2015) 2, S.270-283 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.956691
Schlagwörter	Foreign Countries; Higher Education; Curriculum Design; Cultural Awareness; Indigenous Populations; Indigenous Knowledge; Cultural Differences; Ethnic Studies; College Curriculum; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Cultural identity; Kulturelle Identität; Sinti und Roma; Kultureller Unterschied; Australien
Abstract	We discuss the recent reworking of Murdoch University's Australian Indigenous Studies major. For the discipline to realise its charter of decolonising knowledges about Indigenous peoples, it is necessary to move Indigenous Studies beyond the standard reversalist and unsustainable tropes that valorise romanticised notions of Indigeneity and Indigenous knowledges and pedagogies over those of a demonised "western" other. Drawing on Martin Nakata's contribution to scholarship on the future of Indigenous Studies, we argue that his problematisation of the cultural interface provides a discipline-based rationale for working beyond the Indigenous-western binary, and that his notion of standpoints encourages the ongoing production of diverse, historically and politically informed scholarship, while preparing students to enter the workforce with a contemporary, ethically sophisticated grasp of Indigenous and non-Indigenous relations, which is consistent with the decolonial goals of the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01