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Australian Journal of Teacher Education

Australian Journal of Teacher Education

DOI

10.14221/ajte.202v46n1.4

Abstract

In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound shifts in participant understandings of the diversity of Aboriginal cultures, histories and communities and thirdly, how these experiences highlighted the strength and presence of the local urban Aboriginal community. These findings suggest that LFC holds promise as a pedagogical strategy to improve teacher capacity in Aboriginal education.

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Link to publisher version (DOI)

10.14221/ajte.202v46n1.4