An Aboriginal way towards curriculum reconciliation

Kennedy, J; Thomas, L; Percy, A; Dean, B; Delahunty, J; Harden-Thew, K; de Laat, M

An Aboriginal way towards curriculum reconciliation

Kennedy, J Thomas, L Percy, A

Dean, B Delahunty, J Harden-Thew, K de Laat, M

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Publication Type:: Journal Article
Citation:: International Journal for Academic Development, 2019, 24 (2), pp. 148 - 162
Issue Date:: 2019-04-03

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Field	Value	Language
dc.contributor.author	Kennedy, J	en_US
dc.contributor.author	Thomas, L	en_US
dc.contributor.author	Percy, A https://orcid.org/0000-0001-7212-9194	en_US
dc.contributor.author	Dean, B	en_US
dc.contributor.author	Delahunty, J	en_US
dc.contributor.author	Harden-Thew, K	en_US
dc.contributor.author	de Laat, M	en_US
dc.date.accessioned	2020-03-18T02:18:32Z
dc.date.available	2020-03-18T02:18:32Z
dc.date.issued	2019-04-03	en_US
dc.identifier.citation	International Journal for Academic Development, 2019, 24 (2), pp. 148 - 162	en_US
dc.identifier.issn	1360-144X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139382
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’.	en_US
dc.relation.ispartof	International Journal for Academic Development	en_US
dc.relation.isbasedon	10.1080/1360144X.2019.1593172	en_US
dc.title	An Aboriginal way towards curriculum reconciliation	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	24	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	24	en_US

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’.

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http://hdl.handle.net/10453/139382