Contingent, Contested and Changing

De-Constructing Indigenous Knowledge in a Science Curriculum Resource from the South Coast of New South Wales

Bibliographic Data

ID2992573
AuthorsDaphne Nash (Australian National University, corresponding author)
Year2009
Volume38
IssueS1
Pages25-33
Publication date2009-07-01
Open AccessYes
TypeARTICLE
VenueThe Australian Journal of Indigenous Education (JOURNAL)
Journal identifiersISSN: 1326-0111 • E-ISSN: 2049-7784
PublisherThe University of Queensland (PUBLISHER)
DOI10.1375/s132601110000079x
OpenAlexW1756561014
LanguageEN
Citations received1
References cited7

The nature and status of Indigenous knowledge is often debated, but the idea that Indigenous people's knowledge is local knowledge seems widely accepted: knowledge is place-based and may reference a range of places, from traditional land to other places known from social and cultural connections. Through collaboration with Koori people from the south coast of New South Wales to develop a web-based science resource, other distinctive characteristics of their knowledge emerged. This paper explores some transformations in contemporary Indigenous knowledge, while acknowledging the history of colonisation in south eastern Australia. A focus on two examples of Koori art demonstrates that Indigenous knowledge is contingent, contested and changing in culturally denned ways. These aspects are often overlooked in educational practice that essentialises Indigeneity and Indigenous people's knowledge

Australian Curriculum · Cultural knowledge · Curriculum · Environmental ethics · Geography · Indigenous · Pedagogy · Political science · Project commissioning · Publishing · Resource (disambiguation · Social science · Sociology · Traditional knowledge · Australian Indigenous Culture and History · Educational Theory and Curriculum Studies · Indigenous and Place-Based Education · Ecology

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