Indigenous knowledge and higher education: Instigating relational education in a neocolonial context

Sheehan, Norman (2004). Indigenous knowledge and higher education: Instigating relational education in a neocolonial context PhD Thesis, School of Education, The University of Queensland.

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Author Sheehan, Norman
Thesis Title Indigenous knowledge and higher education: Instigating relational education in a neocolonial context
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2004-03-08
Thesis type PhD Thesis
Supervisor James Butler
Total pages 414
Collection year 2004
Language eng
Subjects 1601 Anthropology
379902 Aboriginal Studies
L
Formatted abstract Indigenous Knowledge and Higher Education are presented in this thesis as a two-way educational engagement which presents Indigenous understandings of the world as a philosophy and science which is relational to the world and all its inhabitants.

Knowledge formation in the context of this study is based in the instigation of a relational order in a context where patterns of human relation in coming to knowledge are generally overlooked. Knowledge formation in this regard is the ways in which human participants align themselves in coming to knowledge. This may be best expressed as those patterns of relation between participants which may correspond in various ways to knowledge in a context. The ways through which knowledge emerges in such a collaborative engagement conducted with respect form the ongoing project of this study.

The following text aims to inform the reader of the directions taken in these Indigenous Knowledge instigations and to describe the outcomes of these instigations in the ABTS2020 Aboriginal and Torres Strait Islander Approaches to Knowledge and EDUC2090 Indigenous Knowledge and Education courses conducted at the University of Queensland.

Indigenous Knowledge instigations are presented in this thesis as methodologies which inform the unfolding of knowledge within human contexts. Visual perception and design are integral in this relational unfolding of knowledge, therefore, this thesis attempts to provide some measure of visual literacy in approaching the Visual Philosophic basis of Indigenous Philosophy. In this regard I ask the reader to engage with the visual images presented in this thesis as expressions of my deepest respect for this knowledge in the world.
Keyword Aboriginal Australians -- Study and teaching (Higher)
Aboriginal Australians -- Education.
Ethnophilosophy -- Study and teaching (Higher) -- Australia.
Ethnoscience -- Study and teaching (Higher) -- Australia.
Applied anthropology -- Australia.
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