Two-Way Enquiry Learning: Exploring the Interface Between Indigenous and Non-Indigenous Knowing

Hooley, Peter (neil) (2002) Two-Way Enquiry Learning: Exploring the Interface Between Indigenous and Non-Indigenous Knowing. Victoria University, Melbourne, Australia.

Abstract

This monograph discusses the broad context of Indigenous education in Australian schools and proposes 'two-way enquiry learning' as a major construct of curriculum design. The concept of two-way enquiry learning builds on the idea of two-way or both-ways learning that is familiar in the Indigenous field of education in Australia, but extends this concept to include the principles of enquiry learning as advanced by Dewey. Two-way enquiry learning encourages Indigenous and non-Indigenous peoples to work together on serious projects of mutual concern and to develop new ideas for ongoing social practice. Action proposals that arise are therefore available for investigation and for the generation of new understandings and reconciliation across cultural groupings.

Item type Book
URI https://vuir.vu.edu.au/id/eprint/379
Subjects Historical > RFCD Classification > 220000 Social Sciences, Humanities and Arts-General
Current > FOR Classification > 1302 Curriculum and Pedagogy
Current > FOR Classification > 1303 Specialist Studies in Education
Current > Division/Research > College of Arts and Education
Keywords Indigenous education, enquiry learning, two-way, learning
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