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Troubling knowledge in Australian Indigenous Studies how prior knowledge affects undergraduate student learning VoR1.94 MB
Published VersionCC BY V4.0, Open Access
Journal article
Troubling knowledge in Australian Indigenous Studies: how prior knowledge affects undergraduate student learning
Higher Education Research and Development, Vol.42(8), pp.1920-1935
2023
Appears in UniSC Supported Open Access Outputs
Abstract
Students’ prior knowledge may affect their learning of content in a compulsory Indigenous Studies course. Notably, non-Indigenous pre-service teachers’ prior knowledge may bring conceptions and misconceptions to their formal Indigenous Studies education, potentially influencing their engagement with and/or resistance to concepts affecting their manifestation in their future classroom practices. Indeed, learning, unlearning, and relearning often occur in Indigenous Studies courses. Accordingly, this research aimed to understand what formal and informal knowledge students bring with them to their university studies to improve pedagogy. The survey data were collected from 357 pre-service teachers commencing a compulsory Indigenous Studies university course over four semesters. This analysis revealed two distinct clusters – those who valued their formal schooling knowledge (Formal cluster) and those who valued their personal experience-based knowledge (Informal cluster). Unlike the Formal cluster, the Informal cluster held extreme views of social media as a source of knowledge and were more likely to disagree that their prior knowledge is limited/incomplete. Interestingly, institutional and individual factors such as gender, as well as exposure to enduring discourses, were also important but need further research. We argue that university and school educators need expertise in identifying prior ‘troubling’ knowledge of students and integrating knowledge sources to more skilfully ‘trouble’ and transform student knowledge.
Details
- Title
- Troubling knowledge in Australian Indigenous Studies: how prior knowledge affects undergraduate student learning
- Authors
- Justine Grogan (Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyPeter Innes (Author) - University of the Sunshine Coast, Queensland, Engage Research LabJennifer Carter (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyMaria Raciti (Corresponding Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - Legacy
- Publication details
- Higher Education Research and Development, Vol.42(8), pp.1920-1935
- Publisher
- Routledge
- Date published
- 2023
- DOI
- 10.1080/07294360.2023.2209512
- ISSN
- 1469-8366; 0729-4360
- Copyright note
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properlycited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; Engage Research Lab; School of Law and Society; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99718898802621
- Output Type
- Journal article
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