Hostname: page-component-54dcc4c588-m259h Total loading time: 0 Render date: 2025-09-17T05:12:38.762Z Has data issue: false hasContentIssue false
  • English
  • Français

Academic Language, Power and the Impact of Western Knowledge Production on Indigenous Student Learning

Published online by Cambridge University Press:  22 July 2015

Karen O'Brien
Karen O'Brien*
Affiliation:
School of Arts and Sciences, University of Notre Dame Australia, Sydney Campus, PO Box 944, Broadway, New South Wales, 2007, Australia
Get access

Abstract

This paper explores the prescriptive, distancing and separating qualities that exist in Western systems of knowledge production. It examines scientific language and how discrimination takes place in the university setting and explores the ways in which academic knowledge production affects the learning experiences, participation and completion rates of Indigenous students. It suggests improving teaching and learning strategies to enhance unacknowledged learning processes towards providing inclusive learning practices, and to strengthen educational outcomes for Indigenous students with the prospect of improving their completion rates at universities.

Information

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 37 , Issue 1 , 2008 , pp. 56 - 60
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Caputo, J., & Yount, M. (Eds.). (1993). Foucault and the critique of institutions. Philadelphia, PA: Pennsylvania State Press.Google Scholar
Christie, M. (2006). Trandisciplinary research and Aboriginal knowledge. The Australian Journal of Indigenous Education, 35, 78–89.Google Scholar
Clanchy, J. & Ballard, B. (1981). Essay writing for students: A guide for Arts and Social Science students. Melbourne, VIC: Longman Cheshire.Google Scholar
Corson, D. (1993). Language, minority education and gender: Linking social justice and power. Clevedon, UK: Multilingual Matters.Google Scholar
Department of Education Science and Training (DEST). (2002). Achieving equitable and appropriate outcomes: Indigenous Australians in higher education. Canberra, ACT: Commonwealth of Australia.Google Scholar
Howard, R (1992). Difficulties faced by Koori/Murri people on entering tertiary education. Aboriginal Studies Association Journal, 2(1): 91–94.Google Scholar
Laurillard, D. (1993). Rethinking university teaching. A framework for the effective use of educational technology. London: Routledge.Google Scholar
Malezer, B. J. (1993, December). How education promotes racism. Paper presented at the International Year of the Worlds Indigenous People, Wollongong, New South Wales, Australia.Google Scholar
Martin, K. (2003). Ways of knowing, ways of being and ways of doing: Developing a theoretical framework and methods for research and Indigenist research. Retrieved 8 August, 2007, from http://www.aiatsis.gov.au/_data/assets/pdf-file/5718/MARTIN.pdf.Google Scholar
Nakata, M. (2003). Some thoughts on literacy issues in Indigenous contexts. The Australian Journal of Indigenous Education, 31, 7–15.CrossRefGoogle Scholar
Rollison, D. (1992). The local origins of modern society, Gloucestershire 1500 1800. London: Routledge.Google Scholar
Zoellner, R. (1993). Talk-write: A behavioural pedagogy for composition. College English, 30 (4): 267–320.Google Scholar