Recontextualising the Award: Developing a Critical Pedagogy in Indigenous Studies

By Colleen McGloin.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In this paper, I evaluate the politics of teaching awards, and recontextualise the receipt of this accolade from within the framework of a collaborative and collegial teaching and learning environment. My aim is reflect critically about the relations of power that endorse and confer teaching awards. I address this in the context of a developing pedagogy that depends upon collaboration, the sharing of Indigenous knowledge and worldviews, and mutual respect, for the effective delivery of courses in the discipline of Aboriginal Studies in Australia to a diverse student body. Drawing from work in the area of critical pedagogy, the paper outlines some of the practices and theoretical applications introduced by staff, with a view to foregrounding Indigenous history, knowledge, and culture, and inspiring students to think critically about the issues surrounding contemporary race relations in Australia.

Keywords: Critical Pedagogy, Aboriginal Studies

International Journal of the Humanities, Volume 6, Issue 4, pp.81-88. Article: Print (Spiral Bound). Article: Electronic (PDF File; 548.720KB).

Dr. Colleen McGloin

Lecturer, Woolyungah Indigenous Centre, University of Wollongong, Wollongong, New South Wales, Australia

Dr. Colleen McGloin is a Lecturer at the Woolyungah Indigenous Centre at the University of Wollongong. Her PhD is an analysis of the dominance of mainstream views of nation and identity through surfing and beach culture in Australia. It proposes that oppositional ways of conceiving nation(s)can be located in Indigenous surfing culture as it is practiced in contemporary Australia. Colleen has published in the area of Indigenous film and her research interests include pedagogy, race relations and critical theory.

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