'Learning through country : competing knowledge systems and place based pedagogy'
This thesis exposes the dichotomies and binaries that have characterised theoretical and political discourses in the provision of remote Indigenous education in Australia. The research finds that ideological tensions and over simplified notions of biculturalism in Indigenous affairs have dominated policy settings, resulting in compromised pedagogy at the classroom level. The research also finds that a structural disconnect exists in remote Indigenous education between schools, community...[Show more]
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|Fogarty_W.P._2010.pdf||Whole Thesis||8.45 MB||Adobe PDF|
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