Embedding Aboriginal cultural knowledge in curriculum at university level through Aboriginal community engagement

Riley, L; Howard-Wagner, D; Mooney, J; Kutay, C

Embedding Aboriginal cultural knowledge in curriculum at university level through Aboriginal community engagement

Riley, L Howard-Wagner, D Mooney, J Kutay, C

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Publication Type:: Chapter
Citation:: 2013, 14 pp. 251 - 276
Issue Date:: 2013-01-01

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Field	Value	Language
dc.contributor.author	Riley, L	en_US
dc.contributor.author	Howard-Wagner, D	en_US
dc.contributor.author	Mooney, J	en_US
dc.contributor.author	Kutay, C https://orcid.org/0000-0002-6682-979X	en_US
dc.date.issued	2013-01-01	en_US
dc.identifier.citation	2013, 14 pp. 251 - 276	en_US
dc.identifier.isbn	9781781906866	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119740
dc.description.abstract	Purpose: This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level. Practical implications: The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop. Value: A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities. Copyright © 2013 by Emerald Group Publishing Limited.	en_US
dc.relation.isbasedon	10.1108/S1479-3644(2013)0000014011	en_US
dc.title	Embedding Aboriginal cultural knowledge in curriculum at university level through Aboriginal community engagement	en_US
dc.type	Chapter
utslib.citation.volume	14	en_US
utslib.for	0806 Information Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	14	en_US

Abstract:

Purpose: This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level. Practical implications: The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop. Value: A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities. Copyright © 2013 by Emerald Group Publishing Limited.

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http://hdl.handle.net/10453/119740