Indigenous students at university: Is teaching still a colonising process?
Indigenous students at university: Is teaching still a colonising process?
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大学里的土著学生：教学仍然是殖民过程吗？
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
J. Pearce
中科院分区：
文献类型：
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作者：
J. Pearce
作为一名教师教育工作者，我鼓励我的学生发展文化包容性的教育，也认为自己有责任实践这些教育。然而，我发现我作为一个文化包容性从业者的地位很少在我的大学工作中得到考验。虽然大学欢迎越来越多样化的学生群体到他们中间，我遇到的大部分学生与我分享文化资本。本文是一个“关键事件”的探索，当我的班级中的一个澳大利亚土著学生的存在，一个文化上的“不同”的学生，挑战我按照我的立场作为一个文化包容性的教师。我将概述我对这一经历的反思，使用后殖民理论作为一个框架来审视我的教育学的殖民性质，并邀请讨论一个更具文化包容性的定义，什么是可以接受的大学教学的可能性。
As a teacher educator I encourage my students to develop culturally inclusive pedagogies, and also see it as my responsibility to practise them myself. However, I have found that my position as a culturally inclusive practitioner is rarely tested in my work in a university setting. While universities are welcoming increasingly diverse groups of students into their midst, most of the students I encounter share cultural capital with me. This paper is an exploration of a 'critical incident' when the presence in my class of an Indigenous Australian student; a culturally "different" student; challenged me to act according to my stated position as a culturally inclusive teacher. I shall outline my reflections on this experience, using post-colonial theory as a framework to examine the colonising nature of my pedagogy, and invite discussion of the possibilities for a more culturally inclusive definition of what is acceptable as teaching and learning in universities.