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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/342 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/342 http://eprints.org/relation/ismediumThumbnailVersionOf https://vuir.vu.edu.au/id/document/342 112318 2 2557170 document 112318 small.jpg image/png e60f62aed4075b0b5f45c9c375ae4357 MD5 1637 2023-12-17 13:13:42 https://vuir.vu.edu.au/379/6/small.jpg 379 6 6 image/png other Thumbnails conversion from text to thumbnail_small en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/342 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/342 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/342 archive 44 disk0/00/00/03/79 2006-03-20 2024-07-02 01:25:58 2008-08-19 20:09:27 book show Hooley Neil Hooley, Neil pub 220000 FOR_2008_130200 FOR_2008_130300 artedu Indigenous education, enquiry learning, two-way, learning 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. 2002 published Victoria University public discussion_paper Melbourne, Australia 71 Victoria University, Australia School of Education UNSPECIFIED Includes bibliographical references: leaves 68-71 FALSE