Two
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.
References
[1]
Aikenhead, G. (2001). Students’ Ease in Crossing Cultural Borders into School Science. Science Education, 85, 180-188. http://dx.doi.org/10.1002/1098-237X(200103)85:2<180::AID-SCE50>3.0.CO;2-1
[2]
Australian Curriculum, Assessment and Reporting Authority (n.d.). The Australian Curriculum: Science. http://www.australiancurriculum.edu.au/Science/Rationale
[3]
Beattie, G. (2010). Celebrating Teaching Seminar Series 2010: Griffith’s University’s seven Principles to Promote Excellence in Learning and Teaching Practices. Logan: Griffith University.
[4]
Burbules, N. (1993). Dialogue in Teaching: Theory and practice. New York: Teacher’s College Press.
[5]
Calabrese Barton, A. (2001). Capitalism, Critical Pedagogy, and Urban Science Education: An Interview with Peter McLaren. Journal of research in Science Teaching, 38, 847-859. http://dx.doi.org/10.1002/tea.1035
[6]
Claxton, G. (1986). The Alternative Conceivers’ Conceptions. Studies in Science Education, 13, 123-130. http://dx.doi.org/10.1080/03057268608559934
[7]
Cowlishaw, G. (2004). Blackfellas, Whitefellas and the Hidden Injuries of Race. Melbourne: Blackwell.
[8]
Davies, D. (2004). Art as Performance. Oxford: Blackwell. http://dx.doi.org/10.1002/9780470774922
[9]
Dodson, M. (1994). The End In The Beginning: Re(de)finding Aboriginality. The Wentworth Lecture, The Australian Institute of Aboriginal and Torres Strait Islander Studies. http://www.aiatsis.gov.au/events/wentworth/docs/m0008523_a.pdf
[10]
Dodson, M. (2003). The End in The Beginning: Re(de)finding Aboriginality. In M. Grossman (Ed.), Blacklines: Contemporary Critical Writing by Indigenous Australians (pp. 25-42). Carlton: Melbourne University Press.
[11]
Fairfield, P. (2010). Education, Dialogue and Hermeneutics. London: Continuum International Publishing.
[12]
Fine, M., Weis, L., Power Pruitt, L., & Burns, A. (2004). Off White: Readings on Power, Privilege, and Resistance (2nd ed.). New York: Routlegde.
[13]
Gadamer, H. (1989). Truth and Method (2nd ed.) (Trans J. Weinsheimer and D. G. Marshall). New York: Continuum.
[14]
Mander, A., Danaher, P. A., Tyler, M. A., & Midgley, W. (2011). Beyond Binaries in Education Research. Florence, KY: Routledge.
[15]
Martin, K. (2008). Aboriginal Worldview, Knowledge and Relatedness Theory: A Framework for Pedagogy and Praxis and the Teaching-Learning Interface with Aboriginal Students. AIATSIS Seminar Series, Canberra.
[16]
Maybury-Lewis, D. (1992). Millennium: Tribal Wisdom and the Modern World. New York: Viking Penguin.
[17]
McKinley, E. (1996). Towards an Indigenous Science Curriculum. Research in Science Education, 26, 155-167. http://dx.doi.org/10.1007/BF02356429
[18]
Moreton-Robinson, A. (2009). White Possession: The Legacy of Cook’s Choice. In R. Summo-O’Connell (Ed.), Imagined Australia: Reflections around the Reciprocal Constructions of Identity between Australia and Europe (pp. 27-42). Bern: Peter Lang.
[19]
Nakata, M. (2008). Moving on Indigenous Studies. Keynote Address, Indigenous Studies & Indigenous Knowledges Conference. Hobart: University of Tasmania.
[20]
O’Neill, T., & Calabrese Barton, A. (2005). Uncovering Student Ownership in Science Learning: The Making of a Student Created Mini-Documentary. School Science and Mathematics, 105, 292-302. http://dx.doi.org/10.1111/j.1949-8594.2005.tb18130.x
[21]
O’Regan, H. (1999). If It’s Good Enough for You It’s Good Enough for Me: The Hypocrisy of Assimilation. In J. Brown, & P. Sant (Eds.), Indigeneity: Construction and Re/Presentation (pp. 193-208). New York: Nova Science.
[22]
Office of the Chief Scientist (2013). Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach. Canberra: Australian Government.
[23]
Paradies, Y. C. (2006). Beyond Black and White: Essentialism, Hybridity and Indigeneity. Journal of Sociology, 42, 355-367. http://dx.doi.org/10.1177/1440783306069993
[24]
Pope, R. (2005). Creativity: Theory, History, Practice. New York: Routledge.
[25]
Sammel, A. (2009). Turning the Focus from “Other” to Science Education: Exploring the Invisibility of Whiteness. Cultural Studies of Science Education, 4, 649-656. http://dx.doi.org/10.1007/s11422-009-9184-7
[26]
Spearim, P. (2012). Interview with Paul Spearim. Logan: Griffith University.
[27]
Tobing, R. F. (2007). The Third Eye: Race, Cinema, and Ethnographic Spectacle. Durham, NC: Duke University Press.
[28]
Wissler, R. (1997). Artistic Practice and Research: Towards a Community of Judgment. Double Dialogues: The Arts and their Theoretical Paradigms Conference Proceedings (pp. 88-105). Melbourne: Theatreworks.
[29]
Wood, A., & Lewthwaite, B. (2008). Māori Science Education in Aotearoa New Zealand He Puteawhakarawe: Aspirations and Realities. Cultural Studies of Science Education, 3, 625-662. http://dx.doi.org/10.1007/s11422-008-9089-x
