CoChat
Sign Up
Cited by 11Indigenous and Place-Based EducationIndigenous Health, Education, and RightsIndigenous Cultures and Socio-Education

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context

Open access
Morgan, Shirley, Golding, Barry·2010·The Australian Journal of Indigenous Education
DOI 10.1375/s1326011100001083
Open this paper in CoChat — free account

Abstract

Abstract This paper explores the dynamics and outcomes from a collaborative, cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.

Overview

Integrity signals

Registry

Crossref · 10.1375/s1326011100001083

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 2

  1. Beresford Q., & Partington G. ( 2003) Reform and resistance in Aboriginal education. Crawley WA: University of Western Australia Press.
  2. Morgan S. ( 2006). It isn't our job to deal with the natives. That's your job. Experiences of the outsider worker in higher education. Honours Thesis, University of Western Sydney.

Cited by

Sorted by citations

See all 11

Related

See all

Metadata

Authors
Morgan, S., & Golding, B.
Affiliations
Federation University (AU)
ORCID
Golding, Barry
Venue
The Australian Journal of Indigenous Education
Publisher
The University of Queensland
Published
2010-07-01
Volume
39
Issue
S1
Pages
8-14
ISSN
  • 1326-0111 (ISSN-L)
  • 2049-7784
DOI
10.1375/s1326011100001083
OpenAlex
W1513200407
Cited by
10
References
13
Citations by year
2024: 1 · 2023: 2 · 2019: 1 · 2017: 1 · 2014: 2 · 2013: 1 · 2012: 1
FWCI
4.53
Type
journal article
Language
en
Open access
Licence
Locations
  • The Australian Journal of Indigenous Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Social Sciences › Cultural Studies › Indigenous Cultures and Socio-Education
Keywords
indigenous education, intercultural education, collaborative teaching, pre-service teachers, primary teacher education, Aboriginal education, pedagogy, assessment

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review