The transformative potential of Southern SOTL for Australian Indigenous Studies

Page, S

The transformative potential of Southern SOTL for Australian Indigenous Studies

Page, S

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Publisher:: University of Johannesburg
Publication Type:: Journal Article
Citation:: Scholarship of Teaching and Learning in the South, 2017, 1, (1), pp. 108-108
Issue Date:: 2017-09-11

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Field	Value	Language
dc.contributor.author	Page, S https://orcid.org/0000-0003-4697-3716
dc.date.accessioned	2021-01-13T02:04:14Z
dc.date.available	2021-01-13T02:04:14Z
dc.date.issued	2017-09-11
dc.identifier.citation	Scholarship of Teaching and Learning in the South, 2017, 1, (1), pp. 108-108
dc.identifier.issn	2523-1154
dc.identifier.issn	2523-1154
dc.identifier.uri	http://hdl.handle.net/10453/145366
dc.description.abstract	<jats:p>The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically. How to cite this reflective piece: PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ </jats:p>
dc.language	en
dc.publisher	University of Johannesburg
dc.relation.ispartof	Scholarship of Teaching and Learning in the South
dc.relation.isbasedon	10.36615/sotls.v1i1.16
dc.rights	info:eu-repo/semantics/openAccess
dc.title	The transformative potential of Southern SOTL for Australian Indigenous Studies
dc.type	Journal Article
utslib.citation.volume	1
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
dc.date.updated	2021-01-13T02:04:11Z
pubs.issue	1
pubs.publication-status	Published online
pubs.volume	1
utslib.citation.issue	1

Abstract:

The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically. How to cite this reflective piece: PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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http://hdl.handle.net/10453/145366