PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland

This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Of...

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Bibliographic Details
Published in:The Australian journal of indigenous education 2014-08, Vol.43 (1), p.31-41
Main Authors: Mackinlay, Elizabeth, Barney, Katelyn
Format: Article
Language:English
Subjects:
Australia
College Curriculum
Comprehension
Critical Theory
Curriculum Development
Education
Education Courses
Educational Theories
Focus Groups
Foreign Countries
Indigenous Knowledge
Indigenous Populations
Indigenous Studies
Introductory Courses
PEARL
Pedagogy
Pilot Projects
Preservice Teacher Education
Preservice Teachers
Questionnaires
Reflection
Reflective teaching
Student Journals
Student Records
Teacher Education
Teacher Educators
Teacher Improvement
Teacher Qualifications
Teaching
transformative education
Transformative Learning
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Summary:This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.
ISSN:1326-0111
2049-7784
2049-7784
DOI:10.1017/jie.2014.5