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I Am Not the Expert: Indigenous Perspectives and ‘Transdisciplinary Education’

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This chapter addresses Indigenous perspectives related to 'transdisciplinary education', emphasising the positionality of educators and the privileging of Indigenous voices in teaching, curricula and research. We argue that Indigenous knowledge transcends notions of transdisciplinarity because multiple realities are intrinsically at the centre of Indigenous learning and teaching. We present case studies from within the design disciplines of Queensland University of Technology (QUT), in Brisbane, Australia, where educators and researchers have intentionally considered multiplicity and positionality in their work. We highlight approaches taken to teaching, learning and research that emphasize community-based conversations, community-led outcomes and relationship-based approaches to knowledge dissemination.

Keywords: culture ; education ; Indigenous ; positionality ; social justice ; society

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I Am Not the Expert: Indigenous Perspectives and ‘Transdisciplinary Education’
Intellect , 133 (2023); https://doi.org/10.1386/9781789388671_7
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References

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References

  1. Australian Curriculum ( 2021), Aboriginal and Torres Strait Islander Histories and Cultures (Version 8.4), https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/. Accessed 23 May 2021.
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     [Google Scholar]
  3. Brough, Mark,, Bond, Chelsea,, Hunt, Julian,, Jenkins, David,, Shannon, Cindy,, and Schubert, Lisa.. ( 2006;), ‘ Social capital meets identity: Aboriginality in an urban setting. ’, Journal of Sociology, 42:4, pp. 396–411.
     [Google Scholar]
  4. Buckskin, Peter. ( 2012), ‘ Engaging Indigenous students. ’, in K. Price. (ed.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession, Cambridge:: Cambridge University Press;, pp. 164–80.
     [Google Scholar]
  5. Department of Agriculture, Water and the Environment ( 2021), Why Partnering Is Important, https://www.environment.gov.au/about-us/partnerships/why-partnering. Accessed 24 May 2021.
  6. Finley, Susan. ( 2008), ‘ Arts-based research. ’, in J. G. Knowles, and A. L. Cole. (eds), Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues, Los Angeles:: Sage;.
     [Google Scholar]
  7. Freire, Paulo. ( 1970), Pedagogy of the Oppressed, New York:: Herder and Herder;.
     [Google Scholar]
  8. Hill, Carolyn. ( 2021), Kia Whakanuia Te Whenua: People, Place, Landscape, Auckland:: Mary Egan Publishing;.
     [Google Scholar]
  9. Janke, Terri. ( 2016), Indigenous Cultural Protocols and the Arts, Sydney:: Terri Janke and Company, Pty Ltd;.
     [Google Scholar]
  10. Leavy, Patricia. ( 2016), Essentials of Transdisciplinary Research Using Problem-Centered Methodologies, London:: Routledge;.
     [Google Scholar]
  11. Martin, Brian. ( 2017;), ‘ Methodology is content: Indigenous approaches to research and knowledge. ’, Educational Philosophy and Theory, 49:14, pp. 1392–400.
     [Google Scholar]
  12. Nakata, Martin. ( 2002;), ‘ Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. ’, IFLA Journal, 28:5&6, pp. 281–91, https://doi.org/10.1177/034003520202800513.
     [Google Scholar]
  13. QUT (Queensland University of Technology) ( 2019), ‘Blueprint 6’, November, https://digitalcollections.qut.edu.au//id/eprint/5669. Accessed 23 May 2021.
  14. Race, Phil. ( 2014), Making Learning Happen: A Guide for Post-Compulsory Education, , 3rd. ed., London:: Sage Publications;.
     [Google Scholar]
  15. Riedy, Chris,, Mitchell, Cynthia,, Willetts, Juliet,, and Cunningham, Ian. ( 2018), ‘ Nurturing transdisciplinary graduate learning and skills through a community of practice approach. ’, in D. Fam,, L. Neuhauser,, and P. Gibbs. (eds), Transdisciplinary Theory, Practice and Education, Cham:: Springer;, pp. 133–49.156
     [Google Scholar]
  16. Rill, Brian,, and Hämäläinen, Matti. ( 2018), The Art of Co-creation: A Guidebook for Practitioners, Singapore:: Springer;.
     [Google Scholar]
  17. Smith, Linda Tuhiwai. ( 2012), Decolonizing Methodologies: Research and Indigenous Peoples, , 2nd. ed., London:: Zed Books;.
     [Google Scholar]
  18. Smith, Linda Tuhiwai,, Tuck, Eve,, and Yang, K. Wayne. ( 2018), ‘ Introduction. ’, in L. T. Smith,, E. Tuck,, and K. W. Yang. (eds), Indigenous and Decolonizing Studies in Education: Mapping the Long View, New York:: Routledge;.
     [Google Scholar]
  19. Thomas, Verena. ( 2006), Papa Bilong Chimbu, Germany, Papua New Guinea:: Yumi Piksa Productions;.
     [Google Scholar]
  20. Thomsen, Patrick,, Leenen-Young, Marica,, Naepi, Sereana,, Müller, Karamia,, Manuela, Sam,, Sisifa, Sisikula,, and Baice, Tim. ( 2021;), ‘ In our own words: Pacific early career academics (PECA) and Pacific knowledges in higher education pedagogical praxis. ’, Higher Education Research and Development, 40:1, pp. 49–62, https://doi.org/10.1080/07294360.2020.1852188.
     [Google Scholar]
  21. Waller, Terri. ( 2020), ‘SevGen: Creating wellness through connection & relationships’, https://www.sevgen.com.au/. Accessed 29 June 2021.

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