Indigenous Knowledges: Privileging Our Voices (Critical New Literacies: the Praxis of English Language Teaching and Learning, 11)

How should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? The 10 chapters by Indigenous and Non-Indigenous academics from the NIKERI Institute offer an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. How should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia's unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia. "Histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia's unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia"-- Provided by publisher Contents Notes on Contributors Introduction Articulating ‘Country’ in Aboriginal and TorresStrait Islander Land Management: The Storyof One Australian Post-Graduate Course Indigenous Knowledges and Global KnowledgeSystems: Co-Actioning Thresholds in AustralianScience Curricula and Initial Teacher Education Passing Time Where the Rivers Meet Thought Ritual: An Indigenous Data Analysis Method for Research The Value of an Integrated Relational andCulturally Responsive Pedagogy in TeachingAboriginal and Torres Strait Islander TeacherEducation Students A Meeting of Freshwater and Saltwater: Opening the Dialogue of Aboriginal Concepts of Culture within an Academic Space Critical Social Work from Indigenous Perspectives Conclusion