ERIC Number: EJ1366779
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Available Date: N/A
Place-Based Learning and Student Critical Reflection at the Man from Snowy River Bush Festival: A Model for Embedding Indigenous Perspectives in Non-Specialist Subjects
Higher Education Research and Development, v41 n6 p1916-1930 2022
Students develop diversity-relevant graduate attributes over time. First steps to cross-cultural competency include learning to recognise and respectfully engage with competing interpretations of history and disparate positionalities, including Indigenous diversity. To learn such skills, students need multiple non-threatening opportunities to encounter difference during their degree. This article examines a place-based subject that fosters a pluralist learning culture by holding divergent views in productive tension whilst undertaking immersive site visits, including to The Man From Snowy River Bush Festival. Participants who engaged in critical self-reflection and social 'perspective taking' were found to have enhanced capacity to recognise and negotiate competing epistemologies. Acknowledging disparate standpoints appears to be crucial to non-binary engagement with Indigenous perspectives. These findings hold implications for university approaches to the inclusion of Indigenous views and voices in non-specialist subjects.
Descriptors: Place Based Education, Cultural Awareness, Indigenous Knowledge, Perspective Taking, Reflection, Foreign Countries, Field Trips, College Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A