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dc.contributor.authorHauser, Vivian
dc.contributor.authorHowlett, Catherine
dc.contributor.authorMatthews, Christopher
dc.contributor.editorJackie Huggins
dc.date.accessioned2017-05-03T12:25:32Z
dc.date.available2017-05-03T12:25:32Z
dc.date.issued2009
dc.date.modified2010-07-27T07:16:22Z
dc.identifier.issn13260111
dc.identifier.urihttp://hdl.handle.net/10072/30191
dc.description.abstractIn Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton's Intergrative Science Program
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent641898 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Queensland, Aboriginal and Torres Strait Islander Studies Unit
dc.publisher.placeAustralia
dc.publisher.urihttp://www.uq.edu.au/ATSIS/ajie/index.html?page=117147
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom46
dc.relation.ispartofpageto58
dc.relation.ispartofissueSupp.
dc.relation.ispartofjournalThe Australian Journal of Indigenous Education
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchScience, technology and engineering curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchAboriginal and Torres Strait Islander education not elsewhere classified
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390113
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode450299
dc.subject.fieldofresearchcode4410
dc.titleThe place of indigenous knowledge in tertiary science education: A case study of Canadian Practices in indigenising the curriculum
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith School of Environment
gro.rights.copyright© The Author(s) 2009. The attached file is reproduced here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this monograph please refer to the publisher's website or contact the authors.
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorHowlett, Cathy


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