TY - CHAP
T1 - Learning through an undisciplined lens
T2 - The centring of Indigenous knowledges and philosophies in higher education in Australia and Sweden
AU - Marsh, Jillian K.
AU - Daniels-Mayes, Sheelagh
AU - MacNeil, Kristina Sehlin
AU - Nursey-Bray, Melissa
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.
PY - 2023
Y1 - 2023
N2 - Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell in Higher education, pedagogy and social justice. Palgrave Macmillan, pp. 23–36, 2019; Wilson-Strydom in High Educ 69(1):143–155, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson in Cult Stud Rev 15:61–79, 2009; Nakata in Aust J Indig Educ 36:7–14, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson in Trauma trails, recreating song lines: the transgenerational effects of trauma in Indigenous Australia. Spinifex Press, 2002; Norlin in Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete. Gidlunds förlag, Möklinta, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations in Sustainable development goals, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy.
AB - Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell in Higher education, pedagogy and social justice. Palgrave Macmillan, pp. 23–36, 2019; Wilson-Strydom in High Educ 69(1):143–155, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson in Cult Stud Rev 15:61–79, 2009; Nakata in Aust J Indig Educ 36:7–14, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson in Trauma trails, recreating song lines: the transgenerational effects of trauma in Indigenous Australia. Spinifex Press, 2002; Norlin in Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete. Gidlunds förlag, Möklinta, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations in Sustainable development goals, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy.
KW - Critical race pedagogy (CRP)
KW - First Nations peoples and cultures
KW - Indigeneity
KW - Indigenous Australian
KW - Indigenous knowledges
KW - Indigenous standpoint theory (IST)
KW - Indigenous Sámi
UR - http://www.scopus.com/inward/record.url?scp=85195272503&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85195272503&partnerID=8YFLogxK
UR - https://link.springer.com/book/10.1007/978-981-19-5008-7
U2 - 10.1007/978-981-19-5008-7_5
DO - 10.1007/978-981-19-5008-7_5
M3 - Chapter
AN - SCOPUS:85195272503
SN - 9789811950070
T3 - Sustainable Development Goals Series
SP - 57
EP - 75
BT - Inclusion, equity, diversity, and social justice in education
PB - Springer
ER -
