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The ‘Undergraduate teaching and learning about Indigenous Australia: Reconciliation in action’ teaching and learning project
Conference presentation

The ‘Undergraduate teaching and learning about Indigenous Australia: Reconciliation in action’ teaching and learning project

Lucinda Aberdeen
2010 Learning & Teaching Week Program Booklet, p.14
Learning & Teaching Week, 2010 (Sunshine Coast, Australia, 16-Aug-2010–20-Aug-2010)
University of the Sunshine Coast
2010
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy SCS130 Introduction to Indigenous Australia University of the Sunshine Coast
Issues of racism and intercultural relations are central to contemporary Australia. However, how to best equip undergraduates to work effectively across differences is relatively under-researched. Most Australian research concerning Indigenous Australians and other Culturally and Linguistically Diverse groups addresses attitudes and attitude change, strategies to foster improved communication and combat prejudice. Yet there is little pedagogical research into university courses designed to inform students about Indigenous issues and to promote positive attitudes. The teaching and learning project commenced in July to address this gap. It aims to investigate the pedagogical issues and impact on student attitudes of an interdisciplinary undergraduate course, SCS 130 Introduction to Indigenous Australia, at the University of the Sunshine Coast. The course was developed in 2003 to enhance professional literacy and has since been delivered to almost 2000 students enrolled in different programs and Faculties. Its content aims to facilitate informed understanding about Indigenous Australian history and contemporary life and to demonstrate the importance of Indigenous perspectives to students' programs of study. Inevitably such material challenges stereotypes and can be demanding, yet ultimately rewarding, for students and staff. Apart from Student Feedback data, evidence of the course's impact on student attitudes and its pedagogical issues remains essentially anecdotal. Through a diverse range of research methods, the project will systematically investigate, analyse and critically theorise receptiveness and/or resistance of students, the perceived relevance of the course to their professions, as well as the factors that support reflection and reworking of previously held attitudes.

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