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dc.contributor.authorBackhaus, Vincent Stuart
dc.date.accessioned2019-01-28T10:17:06Z
dc.date.available2019-01-28T10:17:06Z
dc.date.issued2019-10-19
dc.date.submitted2018-09-28
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/288428
dc.description.abstractThe Countried experience of Aboriginal and Torres Strait Islander Peoples of (Australia), ground a resilience and strength in sovereign thinking through the Stories we share laterally with family and inter-ancestrally through our connections to the Dreaming. The stories we share develop a sense of inalienability we have that is connected to the Countries of origin we share and identify with across the continental scape of Land, Water and Sky Country. As a formative philosophical assumption, the Countried existence that this dissertation develops, illuminates the significance of this research thinking to contribute to the continued development of Indigenous education for Aboriginal and Torres Strait Islander students attending secondary high schools across (Australia). By attending to the ways Elders as significant Indigenous leaders describe and develop their storied lives through lived experience, this Countried philosophy emerges through the Storied knowing of Country. By examining the approaches to learning Aboriginal and Torres Strait Islander students adopt, further evidence can be contributed to the research surrounding Indigenous thinking and cognitive approaches to thinking through education learning tasks. By examining the perceptions and beliefs of non-indigenous teachers, this dissertation aims to contribute evidence to Indigenous pedagogies that teachers can deploy in the delivery of meaningful Indigenous Knowledge curricula content. Summatively, this thesis found that when deep engagements are made into the notion of inalienability of Countried experience, salient avenues of thinking and learning and teaching emerge surrounding the ways education can continue to elaborate and relate meaningfully to the First Peoples of Australia.
dc.description.sponsorshipTrinity College, Cambridge Trust, Charles Perkins Trust, University of Technology Sydney Indigenous Scholarship
dc.language.isoen
dc.rightsAll rights reserved
dc.rightsAll Rights Reserveden
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/en
dc.subjectIndigenous Education
dc.subjectPedagogy
dc.subjectLearning
dc.subjectCognitive Motility
dc.subjectCognitive Mobility
dc.subjectLived Experience
dc.subjectIndigelect
dc.subjectContestation
dc.subjectCountry
dc.subjectAborginal
dc.subjectTorres Strait Islander
dc.subjectCountried Pedagogies
dc.subjectCountried Education
dc.subjectCountried Thinking
dc.subjectPlace-based Education
dc.subjectSituated Learning
dc.subjectLand Education
dc.subjectWater Education
dc.subjectSky Education
dc.subjectStory
dc.subjectStorylining Methodology
dc.titleSituating the Countried Existence of Critical Indigenous Pedagogies & Aboriginal and Torres Strait Islander Student's Ways of Learning
dc.typeThesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnameDoctor of Philosophy (PhD)
dc.publisher.institutionUniversity of Cambridge
dc.publisher.departmentEducation
dc.date.updated2019-01-25T16:35:21Z
dc.identifier.doi10.17863/CAM.35719
dc.contributor.orcidBackhaus, Vincent Stuart [0000-0002-3376-8089]
dc.publisher.collegeTrinity College
dc.type.qualificationtitlePhD in Education
cam.supervisorVermunt, Jan
cam.supervisor.orcidVermunt, Jan [0000-0001-9110-4769]
cam.thesis.fundingfalse
rioxxterms.freetoread.startdate2021-08-14


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