Action research as a both-ways curriculum development approach: Supporting self-determination in the remote Indigenous child care workforce in the Northern Territory of Australia.

Bat, Melodie and Fasoli, Lyn (2013) Action research as a both-ways curriculum development approach: Supporting self-determination in the remote Indigenous child care workforce in the Northern Territory of Australia. Action Research, 11 (1). pp. 52-72. ISSN 1476-7503

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Abstract

This article gives a detailed example of how action research theory can inform an innovative approach to education and training through its use as a curriculum design device within the both-ways philosophy of Indigenous education. This work was undertaken through a VET training program at the Batchelor Institute of Indigenous Tertiary Education in the Northern Territory (NT) of Australia. The specific target group was Indigenous people currently working in early childhood services in remote Indigenous communities in the NT where few hold the necessary qualifications. The curriculum development methodology described in this article embeds an iterative and reflexive approach to learning that is intended to support the empowerment and self-determination of the Indigenous early childhood workers while delivering a nationally recognized ‘mainstream’ qualification.

Item Type: Article
Keywords: action research, curriculum development, early childhood, Indigenous education, Indigenous training, self-determination
Field of Research: 13 Education > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Date Deposited: 05 Dec 2014 02:39
Last Modified: 05 Dec 2014 02:39
URI: http://eprints.batchelor.edu.au/id/eprint/379

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