Research Repository

Recognising the power of story: narrative prospects for democratic practitioner research

Hooley, Neil (2007) Recognising the power of story: narrative prospects for democratic practitioner research. In: Annual conference of British Educational Research Association, 5-8 September 2007, London. (Unpublished)

[img] Text
Recognising_the_Power_of_Story.pdf

Download (59kB)

Abstract

This paper grapples with the difficult question of Australian Indigenous learning in regular schools. Principles of Indigenous knowing have been consistently identified by Indigenous groups in various countries, where it may be that a lack of political will or educational understanding by the dominant society can prevent their incorporation into the regular curriculum. Indigenous Australian communities are often highly sceptical towards educational research as well, seeing this as another form of colonialism or oppression and one that offers little for educational improvement. Some research methodologies may not be appropriate in terms of Indigenous knowledge production and can be disrespectful of community interest, culture and history. Issues such as these that frame Indigenous education and research are extremely important in Australia as practices that can inhibit rather than enhance cultural democracy and reconciliation between Indigenous and non-Indigenous people.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Indigenous learning, narrative curriculum, Indigenous education, Australia
Subjects: RFCD Classification > 330000 Education
Faculty/School/Research Centre/Department > School of Education
Depositing User: Neil Hooley
Date Deposited: 17 Jun 2008
Last Modified: 23 May 2013 16:39
URI: http://vuir.vu.edu.au/id/eprint/837
ePrint Statistics: View download statistics for this item

Repository staff only

View Item View Item

Search Google Scholar