| Popis: |
The focus of this paper is on teaching and learning within a Communities of Practice (CoP) model of art education in Early Childhood, Schools and Adult learning centres across the Anangu Pitjantjatjara Yankunytjatjara Lands (APY Lands) located in the remote desert country on the border of Western Australia, South Australia and the Northern Territory. The Anangu, Aboriginal people from the APY Lands, have an approach to pedagogy which is informed by Kulini, a deep listening, spiritual, embodied knowledge system (Osborne, 2014). Western teaching practices built on Socratic teaching methods culminating in Direct Instruction (DI) nevertheless ignore the value of this system. In contrast, Anangu pedagogy which weaves western knowledge through an Indigenous ethics of care offers considerable potential for the development of a culturally responsive pedagogy (SooHoo & Nevin, 2013). This pedagogy needs to be co-constructed by Anangu and Piranpa (Non-Aboriginal people), a collaborative approach which positions both groups as learners and teachers within a Communities of Practice (CoP) model (Lave & Wenger, 1991). Refereed/Peer-reviewed |
