Valuing Indigenous heritage through multimodal literacy
Contribuinte(s) |
Graham, Linda J. |
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Data(s) |
08/07/2015
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Resumo |
The study on which this presentation is based focuses on the particular ways in which students’ counter-narratives about race were embedded in multimodal and digital design in the development of a digital cultural heritage. The multimodal texts were analysed as a site for students’ views of Indigenous oppression in relation to the colonial powers and ownership of the land in Australian history. In this presentation, Kathy will demonstrate how pedagogies that explore counter-narratives of cultural heritage in the official curriculum can encourage students to reframe their own racial identity, while challenging dominant white, historical narratives of colonial conquest, race, and power. In the second part of this session, Indigenous Principal, John Davis and teachers from HymbaYumba Community Hub will provide a school-based, Indigenous panel to inspire educators with authentic ways to embed Indigenous knowledge in the curriculum. |
Identificador | |
Publicador |
AARE and QUT |
Relação |
http://www.engagelearnbehavesummit.com.au/?pgid=542 Mills, Kathy A. (2015) Valuing Indigenous heritage through multimodal literacy. In Graham, Linda J. (Ed.) 2015 National Summit on Student Engagement, Learning and Behaviour, 8-9 July 2015, Gardens Theatre, Queensland University of Technology, Brisbane, Qld. http://purl.org/au-research/grants/ARC/DE140100047 |
Direitos |
Copyright 2015 Kathy Mills |
Fonte |
Children & Youth Research Centre; School of Cultural & Professional Learning; School of Curriculum; Faculty of Education |
Palavras-Chave | #130200 CURRICULUM AND PEDAGOGY #Indigenous research #multimodal literacy #heritage media practices #digital practice #digital culture #curriculum #pedagogy #education #elementary education #primary education #epistemology #Aboriginal #Torres Strait Islander #multimodal analysis #literacy #qualitative research #ipads #digital storytelling #tablets |
Tipo |
Conference Item |