The ethics of teaching from country

Michael Christie; Yingiya Guyula; Kathy (Guthadjaka) Gotha; Dhanggal Gurruwiwi

The ethics of teaching from country

Michael Christie, Yingiya Guyula, Kathy (Guthadjaka) Gotha, Dhanggal Gurruwiwi

Research output: Contribution to journal › Article

Abstract

The 'Teaching from Country' program provided the opportunity and the funding for Yol{eng}u (north-east Arnhem Land Aboriginal) knowledge authorities to participate actively in the academic teaching of their languages and cultures from their remote homeland centres using new digital technologies. As two knowledge systems and their practices came to work together, so too did two divergent epistemologies and metaphysics, and challenges to our understandings of our ethical behaviour. This paper uses an examination of the philosophical and pedagogical work of the Yol{eng}u Elders and their students to reflect upon ethical teaching and research in postcolonial knowledge practices.

Original language	English
Pages (from-to)	69-80
Number of pages	12
Journal	Australian Aboriginal Studies
Volume	2
Publication status	Published - 2010

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title = "The ethics of teaching from country",

abstract = "The 'Teaching from Country' program provided the opportunity and the funding for Yol{eng}u (north-east Arnhem Land Aboriginal) knowledge authorities to participate actively in the academic teaching of their languages and cultures from their remote homeland centres using new digital technologies. As two knowledge systems and their practices came to work together, so too did two divergent epistemologies and metaphysics, and challenges to our understandings of our ethical behaviour. This paper uses an examination of the philosophical and pedagogical work of the Yol{eng}u Elders and their students to reflect upon ethical teaching and research in postcolonial knowledge practices.",

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AB - The 'Teaching from Country' program provided the opportunity and the funding for Yol{eng}u (north-east Arnhem Land Aboriginal) knowledge authorities to participate actively in the academic teaching of their languages and cultures from their remote homeland centres using new digital technologies. As two knowledge systems and their practices came to work together, so too did two divergent epistemologies and metaphysics, and challenges to our understandings of our ethical behaviour. This paper uses an examination of the philosophical and pedagogical work of the Yol{eng}u Elders and their students to reflect upon ethical teaching and research in postcolonial knowledge practices.

M3 - Article

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