Pearls not problems: exploring transformative education in indigenous Australian studies

Mackinlay, Elizabeth and Barney, Katelyn (2012) Pearls not problems: exploring transformative education in indigenous Australian studies. Australian Journal of Indigenous Education, 41 1: 10-17. doi:10.1017/jie.2012.3


Author Mackinlay, Elizabeth
Barney, Katelyn
Title Pearls not problems: exploring transformative education in indigenous Australian studies
Journal name Australian Journal of Indigenous Education   Check publisher's open access policy
ISSN 1326-0111
2049-7784
Publication date 2012
Sub-type Article (original research)
DOI 10.1017/jie.2012.3
Volume 41
Issue 1
Start page 10
End page 17
Total pages 8
Place of publication Cambridge, United Kingdom
Publisher Cambridge University Press
Collection year 2013
Language eng
Abstract This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.
Keyword Indigenous Australian studies
Teaching and learning
Tertiary education
PEARL
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Aboriginal and Torres Strait Islander Studies Unit Publications
Official 2013 Collection
School of Education Publications
 
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Created: Mon, 08 Apr 2013, 10:46:06 EST by Katelyn Barney on behalf of Aboriginal and Torres Strait Islander Studies Unit