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Indigenous tertiary education - we are all learning: both-ways pedagogy in the Northern Territory of Australia

Bat, Melodie M., Kilgariff, Claire and Doe, Tina A. (2014). Indigenous tertiary education - we are all learning: both-ways pedagogy in the Northern Territory of Australia. Higher Education Research and Development,33(5):871-886.

Document type: Journal Article
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IRMA ID 75039815xPUB297
Title Indigenous tertiary education - we are all learning: both-ways pedagogy in the Northern Territory of Australia
Author Bat, Melodie M.
Kilgariff, Claire
Doe, Tina A.
Journal Name Higher Education Research and Development
Publication Date 2014
Volume Number 33
Issue Number 5
ISSN 0729-4360   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-84919631992
Start Page 871
End Page 886
Total Pages 16
Place of Publication United Kingdom
Publisher Routledge
HERDC Category C1 - Journal Article (DIISR)
Abstract In this new era in tertiary education in Australia, the opportunity exists not only to meet the needs of Aboriginal and Torres Strait Islander students and thus redress low access and participation rates, but also to build a system that privileges Aboriginal and Torres Strait Islander knowledges and ways of learning. To be able to do such a thing would require a shared vision and approach from within the institution and across the academy. In Australia, there is one tertiary education provider with the experience and expertise to be able to develop such an approach – Batchelor Institute of Indigenous Tertiary Education (BIITE). BIITE has been engaged in the post-secondary education of Aboriginal and Torres Strait Islander peoples for over 40 years, evolving from a small vocational programme to become a dual sector provider with over 2700 students from across Australia (BIITE, 2011, p. 21). BIITE's philosophy of adult education is that of both-ways, which has been built from knowledge shared by Aboriginal peoples in the Northern Territory. The methodology presented in this paper extends the both-ways philosophy into a generative framework that has applicability in the many different contexts of Aboriginal and Torres Strait Islander tertiary education in Australia. It is our intention to generate a broader discussion about this opportunity in tertiary education and shift the discourse from inclusion of Aboriginal and Torres Strait Islander students to recognising the knowledges and ways of learning of the first peoples of this land as a strong foundation for the entire nation's learning.
Keywords Aboriginal and Torres Strait Islander
both-ways
community of practice
higher education
Indigenous education
organisational development
scholarship of teaching and learning
DOI http://dx.doi.org/10.1080/07294360.2014.890575   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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