Incorporating indigenous knowledge into the bachelor of education (pre-service) primary

Payi Linda Ford, Tanyah Nasir, John Prior, Allan Arnott

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This project was initiated to support the Charles Darwin University (CDU), Faculty of Law, Education and Arts' School of Education's (SoE's) impetus to embed Indigenous Knowledge (IK) into its Bachelor of Education (Primary) Degree (BEDP). This move to increase the level of IK in Higher Education curricula is a response to a national push initially stimulated by the Council of Australian Governments (COAG). The embedding of IK into the SoE units has been somewhat sporadic. The incorporation of IK into the BEPD program (and others across the university) will thus be an on-going process that requires further work and resourcing. It is therefore important that impetus is not lost and that a range of measures are put in place to ensure continuity of progress. The project was carried out through a series of interviews with SoE staff; workshops seeking wider Indigenous or Aboriginal and Torres Strait Islander (ATSI)input; a desk top review of SoE course units; liaison with CDU Library.

    Original languageEnglish
    Pages (from-to)35-48
    Number of pages14
    JournalInternational Journal of Diversity in Organisations, Communities and Nations
    Volume13
    Issue number1
    Publication statusPublished - 2013

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    education curriculum
    primary education
    continuity
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    Cite this

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    Incorporating indigenous knowledge into the bachelor of education (pre-service) primary. / Ford, Payi Linda; Nasir, Tanyah; Prior, John; Arnott, Allan.

    In: International Journal of Diversity in Organisations, Communities and Nations, Vol. 13, No. 1, 2013, p. 35-48.

    Research output: Contribution to journalArticleResearchpeer-review

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