Shifting the emphasis: embedding and reflecting on introducing aboriginal studies and perspectives

Abstract

Purpose

This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy.

Findings

The Embedding Diversity project allowed a reflective and process-based deep learning to occur which enabled practical and meaningful Reconciliation to transpire between Aboriginal and non-Aboriginal staff at an Australian University. Within the Faculty of Education and Social Work, staff collaborated with, listened to, and were taught by Aboriginal people in a range of contexts. Through this partnership, training, engagement, and conversations were had that shifted perspectives and changed thinking.

Practical implications

The outcome of this project was a commitment to change and advocacy for cultural competence to embedding stronger and more informed Aboriginal education, Aboriginal Studies Units of Study (subjects), and perspectives in teacher education curriculum. We present this project as it is reflective of the meaningful Reconciliation and educational reform which may be possible in other learning communities.

Citation

Mooney, J. and Moore, S.J. (2013), "Shifting the emphasis: embedding and reflecting on introducing aboriginal studies and perspectives", Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 301-318. https://doi.org/10.1108/S1479-3644(2013)0000014013