Designing higher education curriculum in partnership with Aboriginal stakeholders: an action research project in visual arts education

Evans, C; Skuthorpe, T

Designing higher education curriculum in partnership with Aboriginal stakeholders: an action research project in visual arts education

Evans, C Skuthorpe, T

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Publisher:: Monash University
Publication Type:: Journal Article
Citation:: Journal of Australian Indigenous Issues, 2009, 12 (WIPCE Conf), pp. 361 - 373
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Evans, C	en_US
dc.contributor.author	Skuthorpe, T	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Journal of Australian Indigenous Issues, 2009, 12 (WIPCE Conf), pp. 361 - 373	en_US
dc.identifier.issn	1440-5202	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9854
dc.description.abstract	Discipline-based curriculum designers in teacher education programs are yet to develop extensive partnerships with Aboriginal community, professional and industry partners in order to match Aboriginal community aspirations and policy expectations. Is it desirable for mainstream teachers to develop cultural competencies in pre-service programs in their discipline area/s as a foundational means of supporting Aboriginal learners to achieve equitable educational outcomes and to engage constructively in teaching/learning about Aboriginal Australia?	en_US
dc.publisher	Monash University	en_US
dc.relation.ispartof	Journal of Australian Indigenous Issues	en_US
dc.title	Designing higher education curriculum in partnership with Aboriginal stakeholders: an action research project in visual arts education	en_US
dc.type	Journal Article
utslib.citation.volume	WIPCE Conf	en_US
utslib.citation.volume	12	en_US
utslib.for	130301 Aboriginal and Torres Strait Islander Education	en_US
utslib.for	13 Education	en_US
utslib.for	16 Studies in Human Society	en_US
utslib.for	21 History and Archaeology	en_US
dc.location.activity	Dunedin, New Zealand
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	WIPCE Conf	en_US
pubs.volume	12	en_US

Abstract:

Discipline-based curriculum designers in teacher education programs are yet to develop extensive partnerships with Aboriginal community, professional and industry partners in order to match Aboriginal community aspirations and policy expectations. Is it desirable for mainstream teachers to develop cultural competencies in pre-service programs in their discipline area/s as a foundational means of supporting Aboriginal learners to achieve equitable educational outcomes and to engage constructively in teaching/learning about Aboriginal Australia?

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/9854