colleagues, one who is identified as a Kamilaroi First Nation of Australia man,
and a woman who is identified as Australian, from European decent, come
together through dialogue to explore interdisciplinary practices within their
university setting. Focusing on their areas of expertise, they share the similarities
and differences associated with the concepts of identity, identifying and
binaries between the teaching and learning of Science Education and First
Nations Knowledge production. Through emerging dialogue, they realize that
even though their cultural backgrounds are completely different, both are
subjected to the complexities of hegemonic binaries that impact and influence
their teaching practice. In striving for equity, both authors aim to
continually recognize and challenge the binaries that privilege some agendas
and students, and marginalize others. By sharing assumptions, beliefs and
practices, the article invites the possibility that something new can emerge
from their encounter to generate innovative understandings that will inform
future practice. Through their praxis and dialogues with students, both have come to understand that it is not only those
students marginalized by the system that appreciate their actions, but those
who are privileged also benefit as they become more aware of an ever changing
world around them.
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