Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education
Two colleagues, one who identifies as a Kamilaroi First Nation of Australia man, and a woman who identifies as Australian, from European decent, come together through dialogue to explore inter-disciplinary practices within their university setting. Focusing on their areas of expertise, they share th...
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ftgriffithuniv:oai:research-repository.griffith.edu.au:10072/65117 2023-05-15T16:16:39+02:00 Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education Sammel, Alison Jodie Waters, Marcus Wollombi 2014 application/pdf http://hdl.handle.net/10072/65117 https://doi.org/10.4236/ce.2014.514139 unknown Scientific Research Publishing Creative Education http://creativecommons.org/licenses/by/3.0/ © 2014 The authors and SciRes. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. CC-BY Higher Education Journal article 2014 ftgriffithuniv https://doi.org/10.4236/ce.2014.514139 2018-07-30T10:14:44Z Two colleagues, one who identifies as a Kamilaroi First Nation of Australia man, and a woman who identifies as Australian, from European decent, come together through dialogue to explore inter-disciplinary 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 bi-naries between the teaching and learning of Science Education and First Nations Knowledge pro-duction. 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 aim to continually recognize and challenge the binaries that privilege some agendas and students, and marginalize others. By shar-ing 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 prac-tice. Through their praxis, and in dialogue 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. Arts, Education and Law Full Text Article in Journal/Newspaper First Nations Griffith University: Griffith Research Online Creative Education 05 14 1235 1248 |
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Griffith University: Griffith Research Online |
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unknown |
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Higher Education |
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Higher Education Sammel, Alison Jodie Waters, Marcus Wollombi Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
topic_facet |
Higher Education |
description |
Two colleagues, one who identifies as a Kamilaroi First Nation of Australia man, and a woman who identifies as Australian, from European decent, come together through dialogue to explore inter-disciplinary 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 bi-naries between the teaching and learning of Science Education and First Nations Knowledge pro-duction. 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 aim to continually recognize and challenge the binaries that privilege some agendas and students, and marginalize others. By shar-ing 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 prac-tice. Through their praxis, and in dialogue 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. Arts, Education and Law Full Text |
format |
Article in Journal/Newspaper |
author |
Sammel, Alison Jodie Waters, Marcus Wollombi |
author_facet |
Sammel, Alison Jodie Waters, Marcus Wollombi |
author_sort |
Sammel, Alison Jodie |
title |
Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
title_short |
Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
title_full |
Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
title_fullStr |
Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
title_full_unstemmed |
Interdisciplinary Practice: Dialogue as Action to resist Colonialism in Higher Education |
title_sort |
interdisciplinary practice: dialogue as action to resist colonialism in higher education |
publisher |
Scientific Research Publishing |
publishDate |
2014 |
url |
http://hdl.handle.net/10072/65117 https://doi.org/10.4236/ce.2014.514139 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Creative Education |
op_rights |
http://creativecommons.org/licenses/by/3.0/ © 2014 The authors and SciRes. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.4236/ce.2014.514139 |
container_title |
Creative Education |
container_volume |
05 |
container_issue |
14 |
container_start_page |
1235 |
op_container_end_page |
1248 |
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1766002499808919552 |