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Twocolleagues, one who is identified as a Kamilaroi First Nation of Australia man,and a woman who is identified as Australian, from European decent, cometogether through dialogue to explore interdisciplinary practices within theiruniversity setting. Focusing on their areas of expertise, they share the similaritiesand differences associated with the concepts of identity, identifying andbinaries between the teaching and learning of Science Education and FirstNations Knowledge production. Through emerging dialogue, they realize thateven though their cultural backgrounds are completely different, both aresubjected to the complexities of hegemonic binaries that impact and influencetheir teaching practice. In striving for equity, both authors aim tocontinually recognize and challenge the binaries that privilege some agendasand students, and marginalize others. By sharing assumptions, beliefs andpractices, the article invites the possibility that something new can emergefrom their encounter to generate innovative understandings that will informfuture practice. Through their praxis and dialogues with students, both have come to understand that it is not only thosestudents marginalized by the system that appreciate their actions, but thosewho are privileged also benefit as they become more aware of an ever changingworld around them.



KEYWORDS

Interdisciplinary Practice, First Nations Knowledge Production, Engaging Marginalized Students in Science Education, and Colonialism

Cite this paper

Sammel, A. and Waters, M. 2014 Interdisciplinary Practice: Dialogue as Action to Resist Colonialism in Higher Education. Creative Education, 5, 1235-1248. doi: 10.4236-ce.2014.514139.





Autor: Alison J. Sammel, Marcus Waters

Fuente: http://www.scirp.org/



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