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Some preliminary research findings about curriculum connections in SCS130 Introduction to Indigenous Australia
Abstract   Peer reviewed

Some preliminary research findings about curriculum connections in SCS130 Introduction to Indigenous Australia

Lucinda Aberdeen and David Hollinsworth
2012 Learning & Teaching Week Program, p.15
Learning & Teaching Week, 2012 (Sunshine Coast, Australia, 20-Aug-2012–24-Aug-2012)
2012
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy
In contemporary Australia, issues about racism and intercultural relations are central. However, most pedagogical research about Indigenous Australians and other Culturally and Linguistically Diverse groups in Australia focus on attitudes and attitude change and strategies to foster improved communication and combat prejudice. Ways in which to most effectively equip undergraduates to work across differences remains under-researched. This is particularly evident in the absence of research into university courses designed to inform students about Indigenous issues and to promote positive attitudes. To address this gap, the learning and teaching research project, Undergraduate Teaching and Learning about Indigenous Australia: Reconciliation in Action, was conducted from July 2010 to June 2012. It adopted a case study approach over four semesters investigating the effectiveness of the current learning and teaching content and strategies of SCS130 Introduction to Indigenous Australia. This presentation will focus on the preliminary findings from the exit and entry questionnaires administered to students during the research. In particular, it will explore the shifts in the attitudes of students studying SCS 130 and critically consider their connections with students' commitment to reconciliation between Indigenous and non-Indigenous Australians and building their capacity as graduates to effectively and ethically engage with Indigenous people

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