In this paper, I focus on the role of the teacher educator in education for cultural democrac... more In this paper, I focus on the role of the teacher educator in education for cultural democracy and social justice work. I have been a teacher educator for many years and wanted to examine how one becomes a teacher educator, the personal, cultural and societal antecedents that shape such a role. Using a self-study and critically self-reflective approach, I interrogate my role in the context of the technocratic and bureaucratic control that threatens to extinguish the joy and liberatory potential of truly democratic education. I reflect on the processes of becoming a liberatory teacher educator and how this has translated into being responsible for teaching teachers how to teach. I conclude with some reflections on the challenges facing a teacher educator who wants to preserve joy and liberation of the human spirit in their profession.
We are delighted to announce SpringerBriefs in Education, an innovative product type that combine... more We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.
Wisdom, Knowledge, and the Postcolonial University in Thailand, 2016
This chapter proposes that in the modern university in Thailand, the interests of individual stud... more This chapter proposes that in the modern university in Thailand, the interests of individual students, universities and nations are all surrounded by the interests of global markets and while global market interests are not separate from the other three, they need to be distinguished separately for the purposes of this analysis. It will examine international, global, regionalist and local Thai approaches that are operating within an awareness of now pressing global market forces in higher education. The possibilities (or not) of thinking across national or cultural differences, of examining different contexts of wisdom and knowledge within the intersection of ideas of internationalisation, globalisation, regionalism, together with Thai perspectives can then be better understood.
Land and Water Education and the Allodial Principle, 2018
This chapter moves from how we educate about enclosures in England and more broadly across the Eu... more This chapter moves from how we educate about enclosures in England and more broadly across the European continent to examining how we teach about the more recent colonial period has shaped colonial legal structures that justified enclosure of the lands and waterways of colonized peoples. Despite the allodial principle being ignored and rendered almost meaningless in the latter period of English colonization of lands such as Australia, the conceptual potential of the allodial principle provides an important opportunity for rethinking land and water. This chapter will focus on the interdependent and relational space where English, and then Australian, property law meets Indigenous customary law enabling educators to provide pedagogical leadership into a transitional postcoloniality under the conditions of globalization.
The Australian Professional Standards for teachers require that all teachers will have demonstrab... more The Australian Professional Standards for teachers require that all teachers will have demonstrable professional expertise in both Aboriginal and Torres Strait Islander Education and Australian Aboriginal and Torres Strait Islander Studies. This document builds on research conducted in 2012 by Ma Rhea, Anderson and Atkinson that reported a significant need for improved provision of professional development for existing teachers. This document is intended as a guide to the development of professional development and learning options for all Australian teachers, Aboriginal, Torres Strait Islander and non-Indigenous.
This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peopl... more This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems. The book examines the impact of imposed education on Indigenous Peoples' pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments. This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.
Post-Imperial Perspectives on Indigenous Education, 2020
Australian teachers currently must demonstrate competence in seven professional standards, known ... more Australian teachers currently must demonstrate competence in seven professional standards, known as the Australian Professional Standards for Teachers (APST). Each provides several Focus Areas. After a lengthy nation-wide consultation with Aboriginal elders and educators, the Australian Institute of Teaching and School Leadership (AITSL) formulated two Focus Areas (1.4 and 2.4) for teachers concerning Indigenous education in Australia to address the chronic lack of skills, knowledge, and understanding demonstrated by primary and secondary teachers in Aboriginal and Torres Strait Islander matters. Focus Area 1.4 addresses the teaching of Australian Indigenous students and Focus Area 2.4 addresses the teaching about the lifeways of Indigenous Australians. By ‘lifeways’ we broadly mean ‘A way through life, a course of life; a way or manner of life, (in later use) especially one that is customary or traditional’. This chapter provides the background to these standards and presents a case study of best practice that outlines the approaches to our teaching and learning that was developed at Monash University in the Faculty of Education to bring Indigenous/Indigenist perspectives into teacher education and to help pre-service teachers build confidence in their professional and personal skills, knowledge, and understanding in these areas.
Post-Imperial Perspectives on Indigenous Education, 2020
This chapter examines the impact of UNDRIP on supporting the acceleration of Indigenous participa... more This chapter examines the impact of UNDRIP on supporting the acceleration of Indigenous participation in Australia’s universities. We problematise the concept of the leadership pipeline for accelerating employment of Indigenous people in Australia’s universities, exploring senior leadership and professional and academic roles in Australian universities from the perspective of Aboriginal and Torres Strait Islander employees. We argue that conventional organisational approaches practised by universities that assume a proper functioning ‘pipeline’ are unable to achieve the espoused Australian government targets for Indigenous employment growth to parity. More important, such approaches fall short of ever being able to address the aspirations of Indigenous People because the required institutional reforms envisaged by such mechanisms as UNDRIP cannot be achieved by the traditional pipeline approach. This chapter canvasses a number of key elements that will allow a more detailed examination of how quickly an Indigenous university cohort can develop for the purpose of accelerating Indigenous leadership in Australian universities.
This chapter explains the motivation for writing this book, the topic taking as its conceptual st... more This chapter explains the motivation for writing this book, the topic taking as its conceptual starting point the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Though a non-binding document adopted by the UN on 13 September 2007, it provides a pivotal opportunity to bring together Japanese and Australian scholars from a range of disciplines who share a sub-field interest in international and comparative education perspectives focused on the field of Indigenous studies. The chapter concludes with a detailed summary of the structure and content of the book
In this paper, I focus on the role of the teacher educator in education for cultural democrac... more In this paper, I focus on the role of the teacher educator in education for cultural democracy and social justice work. I have been a teacher educator for many years and wanted to examine how one becomes a teacher educator, the personal, cultural and societal antecedents that shape such a role. Using a self-study and critically self-reflective approach, I interrogate my role in the context of the technocratic and bureaucratic control that threatens to extinguish the joy and liberatory potential of truly democratic education. I reflect on the processes of becoming a liberatory teacher educator and how this has translated into being responsible for teaching teachers how to teach. I conclude with some reflections on the challenges facing a teacher educator who wants to preserve joy and liberation of the human spirit in their profession.
We are delighted to announce SpringerBriefs in Education, an innovative product type that combine... more We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.
Wisdom, Knowledge, and the Postcolonial University in Thailand, 2016
This chapter proposes that in the modern university in Thailand, the interests of individual stud... more This chapter proposes that in the modern university in Thailand, the interests of individual students, universities and nations are all surrounded by the interests of global markets and while global market interests are not separate from the other three, they need to be distinguished separately for the purposes of this analysis. It will examine international, global, regionalist and local Thai approaches that are operating within an awareness of now pressing global market forces in higher education. The possibilities (or not) of thinking across national or cultural differences, of examining different contexts of wisdom and knowledge within the intersection of ideas of internationalisation, globalisation, regionalism, together with Thai perspectives can then be better understood.
Land and Water Education and the Allodial Principle, 2018
This chapter moves from how we educate about enclosures in England and more broadly across the Eu... more This chapter moves from how we educate about enclosures in England and more broadly across the European continent to examining how we teach about the more recent colonial period has shaped colonial legal structures that justified enclosure of the lands and waterways of colonized peoples. Despite the allodial principle being ignored and rendered almost meaningless in the latter period of English colonization of lands such as Australia, the conceptual potential of the allodial principle provides an important opportunity for rethinking land and water. This chapter will focus on the interdependent and relational space where English, and then Australian, property law meets Indigenous customary law enabling educators to provide pedagogical leadership into a transitional postcoloniality under the conditions of globalization.
The Australian Professional Standards for teachers require that all teachers will have demonstrab... more The Australian Professional Standards for teachers require that all teachers will have demonstrable professional expertise in both Aboriginal and Torres Strait Islander Education and Australian Aboriginal and Torres Strait Islander Studies. This document builds on research conducted in 2012 by Ma Rhea, Anderson and Atkinson that reported a significant need for improved provision of professional development for existing teachers. This document is intended as a guide to the development of professional development and learning options for all Australian teachers, Aboriginal, Torres Strait Islander and non-Indigenous.
This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peopl... more This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems. The book examines the impact of imposed education on Indigenous Peoples' pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments. This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.
Post-Imperial Perspectives on Indigenous Education, 2020
Australian teachers currently must demonstrate competence in seven professional standards, known ... more Australian teachers currently must demonstrate competence in seven professional standards, known as the Australian Professional Standards for Teachers (APST). Each provides several Focus Areas. After a lengthy nation-wide consultation with Aboriginal elders and educators, the Australian Institute of Teaching and School Leadership (AITSL) formulated two Focus Areas (1.4 and 2.4) for teachers concerning Indigenous education in Australia to address the chronic lack of skills, knowledge, and understanding demonstrated by primary and secondary teachers in Aboriginal and Torres Strait Islander matters. Focus Area 1.4 addresses the teaching of Australian Indigenous students and Focus Area 2.4 addresses the teaching about the lifeways of Indigenous Australians. By ‘lifeways’ we broadly mean ‘A way through life, a course of life; a way or manner of life, (in later use) especially one that is customary or traditional’. This chapter provides the background to these standards and presents a case study of best practice that outlines the approaches to our teaching and learning that was developed at Monash University in the Faculty of Education to bring Indigenous/Indigenist perspectives into teacher education and to help pre-service teachers build confidence in their professional and personal skills, knowledge, and understanding in these areas.
Post-Imperial Perspectives on Indigenous Education, 2020
This chapter examines the impact of UNDRIP on supporting the acceleration of Indigenous participa... more This chapter examines the impact of UNDRIP on supporting the acceleration of Indigenous participation in Australia’s universities. We problematise the concept of the leadership pipeline for accelerating employment of Indigenous people in Australia’s universities, exploring senior leadership and professional and academic roles in Australian universities from the perspective of Aboriginal and Torres Strait Islander employees. We argue that conventional organisational approaches practised by universities that assume a proper functioning ‘pipeline’ are unable to achieve the espoused Australian government targets for Indigenous employment growth to parity. More important, such approaches fall short of ever being able to address the aspirations of Indigenous People because the required institutional reforms envisaged by such mechanisms as UNDRIP cannot be achieved by the traditional pipeline approach. This chapter canvasses a number of key elements that will allow a more detailed examination of how quickly an Indigenous university cohort can develop for the purpose of accelerating Indigenous leadership in Australian universities.
This chapter explains the motivation for writing this book, the topic taking as its conceptual st... more This chapter explains the motivation for writing this book, the topic taking as its conceptual starting point the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Though a non-binding document adopted by the UN on 13 September 2007, it provides a pivotal opportunity to bring together Japanese and Australian scholars from a range of disciplines who share a sub-field interest in international and comparative education perspectives focused on the field of Indigenous studies. The chapter concludes with a detailed summary of the structure and content of the book
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