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From yarning circles to zoom: navigating sensitive issues within indigenous education in an online space
Open accessAbstract
Inclusive Indigenous Education is geared towards shifting worldviews, sharing agendas, and preparing social-justice-oriented educators. With this comes the expectation that pre-service teachers will leave supportive education programs prepared to teach sensitive issues related to Indigeneity. Yet, with the onset of COVID-19, systemic changes were made to accommodate demands of online learning, requiring initial teacher educators to consider how online learning might accommodate sensitive topics that demand interpersonal connections. With recorded tutorials, synchronous and asynchronous timetables, and for students to remain relatively anonymous, it is difficult to determine how pre-service teachers receive sensitive discussions. This article addresses these issues by reflecting upon the responses of five educators and 90 Indigenous and non-Indigenous pre-service educators within a compulsory first-year World Indigenous Knowledges course. Findings provide insight into the thoughts, feelings, and growth of a first-year cohort navigating complex social justice issues before, during, and after a global pandemic.
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Yip, S. Y., & Chakma, U. (2024) · Journal of Further and Higher Education · doi:10.1080/0309877x.2024.2327029 · Cited by 27
“…did this through Indigenous courses or units of study within the initial education programme (McInnes 2017; Oskineegish and Berger 2021; Riley et al. 2022) that includes lectures, tutorials, and case studies and readings to facilitate PSTs’ reflection (Pridham et al. 2015; Taylor 2014)…”
Background
Metadata
- Authors
- Riley, T., Meston, T., Ballangarry, J., McCormack, B. A., & Low-Choy, S.
- Affiliations
- Griffith University (AU)
- Arts, Education, & Law Group
- Corresponding author
- Riley, Tasha
- Venue
- International Journal of Inclusive Education
- Publisher
- Informa UK Limited
- Published
- 2022-10-24
- Volume
- 29
- Issue
- 3
- Pages
- 291-306
- ISSN
- 1360-3116 (ISSN-L)
- 1464-5173
- OpenAlex
- W4307385465
- Cited by
- 8
- References
- 1
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 4 · 2023: 1
- FWCI
- 1.15
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- International Journal of Inclusive Education (publishedVersion)
- Griffith Research Online (submittedVersion, other-oa)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- indigenous education, pre-service teachers, online learning, COVID-19 pandemic, sensitive topics, indigenous knowledge, social justice education, teacher professional development, yarning circles, synchronous and asynchronous learning, first-year students
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