Embedding aboriginal cultural knowledge in curriculum at university level through aboriginal community engagement

Abstract

Purpose

This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level.

Practical implications

The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop.

Value

A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities.

Citation

Riley, L., Howard-Wagner, D., Mooney, J. and Kutay, C. (2013), "Embedding aboriginal cultural knowledge in curriculum at university level through aboriginal community engagement", Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 251-276. https://doi.org/10.1108/S1479-3644(2013)0000014011