Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767753
Title: Situating the countried existence of critical indigenous pedagogies & Aborginal and Torres Strait Islander student's ways of learning
Author: Backhaus, Vincent Stuart
ISNI:       0000 0004 7660 8979
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2019
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Abstract:
The Countried experience of Aboriginal and Torres Strait Islander Peoples of (Australia), ground a resilience and strength in sovereign thinking through the Stories we share laterally with family and inter-ancestrally through our connections to the Dreaming. The stories we share develop a sense of inalienability we have that is connected to the Countries of origin we share and identify with across the continental scape of Land, Water and Sky Country. As a formative philosophical assumption, the Countried existence that this dissertation develops, illuminates the significance of this research thinking to contribute to the continued development of Indigenous education for Aboriginal and Torres Strait Islander students attending secondary high schools across (Australia). By attending to the ways Elders as significant Indigenous leaders describe and develop their storied lives through lived experience, this Countried philosophy emerges through the Storied knowing of Country. By examining the approaches to learning Aboriginal and Torres Strait Islander students adopt, further evidence can be contributed to the research surrounding Indigenous thinking and cognitive approaches to thinking through education learning tasks. By examining the perceptions and beliefs of non-indigenous teachers, this dissertation aims to contribute evidence to Indigenous pedagogies that teachers can deploy in the delivery of meaningful Indigenous Knowledge curricula content. Summatively, this thesis found that when deep engagements are made into the notion of inalienability of Countried experience, salient avenues of thinking and learning and teaching emerge surrounding the ways education can continue to elaborate and relate meaningfully to the First Peoples of Australia.
Supervisor: Vermunt, Jan Sponsor: University of Cambridge ; University of Technology Sydney
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.767753  DOI:
Keywords: Indigenous Education ; Pedagogy ; Learning ; Cognitive Motility ; Cognitive Mobility ; Lived Experience ; Indigelect ; Contestation ; Country ; Aborginal ; Torres Strait Islander ; Countried Pedagogies ; Countried Education ; Countried Thinking ; Place-based Education ; Situated Learning ; Land Education ; Water Education ; Sky Education ; Story ; Storylining Methodology
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