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Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university

Journal Article


Abstract


  • Since Universities Australia���s Indigenous Strategy recommended a sector-wide approach to ���closing the gap��� between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding Jindaola, a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It ���hacks��� the curriculum development space with staff through Aboriginal way towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of ���heterotopia���, and interview data from 30 participants, to describe how Jindaola usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.

Publication Date


  • 2021

Citation


  • Kennedy, J., Percy, A., Thomas, L., Moyle, C., & Delahunty, J. (2021). Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university. Teaching in Higher Education, 26(7-8), 1060-1076. doi:10.1080/13562517.2021.1953979

Scopus Eid


  • 2-s2.0-85111366051

Start Page


  • 1060

End Page


  • 1076

Volume


  • 26

Issue


  • 7-8

Place Of Publication


Abstract


  • Since Universities Australia���s Indigenous Strategy recommended a sector-wide approach to ���closing the gap��� between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding Jindaola, a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It ���hacks��� the curriculum development space with staff through Aboriginal way towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of ���heterotopia���, and interview data from 30 participants, to describe how Jindaola usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.

Publication Date


  • 2021

Citation


  • Kennedy, J., Percy, A., Thomas, L., Moyle, C., & Delahunty, J. (2021). Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university. Teaching in Higher Education, 26(7-8), 1060-1076. doi:10.1080/13562517.2021.1953979

Scopus Eid


  • 2-s2.0-85111366051

Start Page


  • 1060

End Page


  • 1076

Volume


  • 26

Issue


  • 7-8

Place Of Publication