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|Title:||The Learning is In-between: The search for a metalanguage in Indigenous education||Contributor(s):||Harrison, Neil Evans (author)||Publication Date:||2005||DOI:||10.1111/j.1469-5812.2005.00163.x||Handle Link:||https://hdl.handle.net/1959.11/1243||Abstract:||Following the first significant research into Indigenous methods of learning, it was argued that Indigenous students could learn western knowledge using Indigenous ways of learning. Subsequent research contradicted this finding to take the position that indigenous students must learn western knowledge using western methods and so this set the scene for the development of a pedagogy where Indigenous students could learn how to learn. Theorists in Indigenous education began to search for a metalanguage. Crosscultural theorists have perceived this metalanguage in terms of an explicit and transparent pedagogy while critical theorists want Indigenous students to develop their own ways of speaking and writing and to be conscious of how they do this. However, I take the position in this paper that there is already a metalanguage at work in-between the student and the teacher in the classroom although it is often obscured from consciousness in the effort to articulate valid, quantifiable outcomes.||Publication Type:||Journal Article||Source of Publication:||Educational Philosophy and Theory, 37(6), p. 871-884||Publisher:||Blackwell Printing||Place of Publication:||Oxford, United Kingdom||ISSN:||1469-5812
|Field of Research (FOR):||220202 History and Philosophy of Education||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 74
|Appears in Collections:||Journal Article|
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