Land, learning and identity: toward a deeper understanding of Indigenous learning on country
Date
2015
Authors
Fogarty, William
Schwab, Robert
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Publisher
The University of Melbourne
Abstract
As Indigenous land and sea Ranger programs blossomed across Australia in recent
years, it became obvious to both educators and Rangers that links between Ranger
groups and schools might provide a new way to re-engage young people with
education. The phrase Learning on Country has recently emerged in the Northern
Territory to describe a program that takes students out of the classroom and onto
‘country’ and involves Rangers, teachers and community members in a collaborative
approach to teaching and learning. The approach has been supported not only by
several remote Indigenous communities, but also by a range of local, Territory and
national government departments and agencies. While enthusiasm is high, various
stakeholders do not always share perceptions of Learning on Country rationale, aims
and outcomes. In this paper we explore these differences and draw on learning theory
to suggest a pathway toward a deeper understanding of the enormous potential in
Learning on Country.
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Keywords
Aboriginal Country, Learning, Rangers
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Source
UNESCO Observatory Multi-Disciplinary Research in the Arts
Type
Journal article
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