Continuities in education

Pedagogical perspectives and the role of Elders in education for Indigenous students

Kay Owens, Pat Doolan, Maria Bennet, Patricia Paraide, Patricia Logan, Ylva Jannok Nutti, Elizabeth Murray, Ray Peckham, Dominic O'Sullivan, John Hill, Frank Doolan, Gunilla Johansson, Alca Simpson, Vappu Sunnari, Christine Ohrin, John Nolan, Michelle Doolan, Alissa Miller, Beatrice Murray, Melissa McNair & 1 others Paul Taylor

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Abstract

This article presents a pedagogical perspective that developed through conversations across cultural groups from different geographic locations ' an Australian rural city, Sweden, Papua New Guinea, and New Zealand. Indigenous Elders and others from the local community, educators including Indigenous educators from the rural city and overseas, developed a pedagogical perspective on continuities in education in Indigenous contexts. An ecocultural perspective is expanded as a critical pedagogy of place which considers both the ecological and sociocultural contexts of education by drawing on the funds of knowledge of the Indigenous community. Key points are (a) the nature of the past including working together in survival struggles influences the present; (b) the position of Elders in education is critical for sustainability of relationships, culture and land; and (c) the community's and family's roles and pedagogy continue in school education when teachers and educators have the relationships, trust and respect of the community and learners.
Original languageEnglish
Pages (from-to)20-39
Number of pages20
JournalJournal of Australian Indigenous Issues
Volume15
Issue number1
Publication statusPublished - 2012

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educator
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school education
overseas
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sustainability
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Owens, Kay ; Doolan, Pat ; Bennet, Maria ; Paraide, Patricia ; Logan, Patricia ; Nutti, Ylva Jannok ; Murray, Elizabeth ; Peckham, Ray ; O'Sullivan, Dominic ; Hill, John ; Doolan, Frank ; Johansson, Gunilla ; Simpson, Alca ; Sunnari, Vappu ; Ohrin, Christine ; Nolan, John ; Doolan, Michelle ; Miller, Alissa ; Murray, Beatrice ; McNair, Melissa ; Taylor, Paul. / Continuities in education : Pedagogical perspectives and the role of Elders in education for Indigenous students. In: Journal of Australian Indigenous Issues. 2012 ; Vol. 15, No. 1. pp. 20-39.
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abstract = "This article presents a pedagogical perspective that developed through conversations across cultural groups from different geographic locations ' an Australian rural city, Sweden, Papua New Guinea, and New Zealand. Indigenous Elders and others from the local community, educators including Indigenous educators from the rural city and overseas, developed a pedagogical perspective on continuities in education in Indigenous contexts. An ecocultural perspective is expanded as a critical pedagogy of place which considers both the ecological and sociocultural contexts of education by drawing on the funds of knowledge of the Indigenous community. Key points are (a) the nature of the past including working together in survival struggles influences the present; (b) the position of Elders in education is critical for sustainability of relationships, culture and land; and (c) the community's and family's roles and pedagogy continue in school education when teachers and educators have the relationships, trust and respect of the community and learners.",
keywords = "Critical pedagogy, Early childhood education, Elders, Indigenous education, Place-based education",
author = "Kay Owens and Pat Doolan and Maria Bennet and Patricia Paraide and Patricia Logan and Nutti, {Ylva Jannok} and Elizabeth Murray and Ray Peckham and Dominic O'Sullivan and John Hill and Frank Doolan and Gunilla Johansson and Alca Simpson and Vappu Sunnari and Christine Ohrin and John Nolan and Michelle Doolan and Alissa Miller and Beatrice Murray and Melissa McNair and Paul Taylor",
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Owens, K, Doolan, P, Bennet, M, Paraide, P, Logan, P, Nutti, YJ, Murray, E, Peckham, R, O'Sullivan, D, Hill, J, Doolan, F, Johansson, G, Simpson, A, Sunnari, V, Ohrin, C, Nolan, J, Doolan, M, Miller, A, Murray, B, McNair, M & Taylor, P 2012, 'Continuities in education: Pedagogical perspectives and the role of Elders in education for Indigenous students', Journal of Australian Indigenous Issues, vol. 15, no. 1, pp. 20-39.

Continuities in education : Pedagogical perspectives and the role of Elders in education for Indigenous students. / Owens, Kay; Doolan, Pat; Bennet, Maria; Paraide, Patricia; Logan, Patricia; Nutti, Ylva Jannok; Murray, Elizabeth; Peckham, Ray; O'Sullivan, Dominic; Hill, John; Doolan, Frank; Johansson, Gunilla; Simpson, Alca; Sunnari, Vappu; Ohrin, Christine; Nolan, John; Doolan, Michelle; Miller, Alissa; Murray, Beatrice; McNair, Melissa; Taylor, Paul.

In: Journal of Australian Indigenous Issues, Vol. 15, No. 1, 2012, p. 20-39.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Continuities in education

T2 - Pedagogical perspectives and the role of Elders in education for Indigenous students

AU - Owens, Kay

AU - Doolan, Pat

AU - Bennet, Maria

AU - Paraide, Patricia

AU - Logan, Patricia

AU - Nutti, Ylva Jannok

AU - Murray, Elizabeth

AU - Peckham, Ray

AU - O'Sullivan, Dominic

AU - Hill, John

AU - Doolan, Frank

AU - Johansson, Gunilla

AU - Simpson, Alca

AU - Sunnari, Vappu

AU - Ohrin, Christine

AU - Nolan, John

AU - Doolan, Michelle

AU - Miller, Alissa

AU - Murray, Beatrice

AU - McNair, Melissa

AU - Taylor, Paul

N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Journal of Australian Indigenous Issues. ISSNs: 1440-5202;

PY - 2012

Y1 - 2012

N2 - This article presents a pedagogical perspective that developed through conversations across cultural groups from different geographic locations ' an Australian rural city, Sweden, Papua New Guinea, and New Zealand. Indigenous Elders and others from the local community, educators including Indigenous educators from the rural city and overseas, developed a pedagogical perspective on continuities in education in Indigenous contexts. An ecocultural perspective is expanded as a critical pedagogy of place which considers both the ecological and sociocultural contexts of education by drawing on the funds of knowledge of the Indigenous community. Key points are (a) the nature of the past including working together in survival struggles influences the present; (b) the position of Elders in education is critical for sustainability of relationships, culture and land; and (c) the community's and family's roles and pedagogy continue in school education when teachers and educators have the relationships, trust and respect of the community and learners.

AB - This article presents a pedagogical perspective that developed through conversations across cultural groups from different geographic locations ' an Australian rural city, Sweden, Papua New Guinea, and New Zealand. Indigenous Elders and others from the local community, educators including Indigenous educators from the rural city and overseas, developed a pedagogical perspective on continuities in education in Indigenous contexts. An ecocultural perspective is expanded as a critical pedagogy of place which considers both the ecological and sociocultural contexts of education by drawing on the funds of knowledge of the Indigenous community. Key points are (a) the nature of the past including working together in survival struggles influences the present; (b) the position of Elders in education is critical for sustainability of relationships, culture and land; and (c) the community's and family's roles and pedagogy continue in school education when teachers and educators have the relationships, trust and respect of the community and learners.

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KW - Early childhood education

KW - Elders

KW - Indigenous education

KW - Place-based education

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JO - Journal of Australian Indigenous Issues

JF - Journal of Australian Indigenous Issues

SN - 1440-5202

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ER -