University Library
  • Login
A gateway to Melbourne's research publications
Minerva Access is the University's Institutional Repository. It aims to collect, preserve, and showcase the intellectual output of staff and students of the University of Melbourne for a global audience.
View Item 
  • Minerva Access
  • Melbourne Graduate School of Education
  • Melbourne Graduate School of Education - Research Publications
  • View Item
  • Minerva Access
  • Melbourne Graduate School of Education
  • Melbourne Graduate School of Education - Research Publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

    Knocking, Unsettling, Ceding: A non-Indigenous teacher’s journey towards decolonizing teaching practice in a “remote Indigenous community”

    Thumbnail
    Download
    Published version (743.5Kb)

    Citations
    Altmetric
    Author
    Gannaway, J
    Date
    2020
    Source Title
    Nordic Journal of Comparative and International Education (NJCIE)
    Publisher
    Oslo and Akershus University College of Applied Sciences
    University of Melbourne Author/s
    Gannaway, Jessica
    Affiliation
    Melbourne Graduate School of Education
    Metadata
    Show full item record
    Document Type
    Journal Article
    Citations
    Gannaway, J. (2020). Knocking, Unsettling, Ceding: A non-Indigenous teacher’s journey towards decolonizing teaching practice in a “remote Indigenous community”. Nordic Journal of Comparative and International Education (NJCIE), 4 (1), pp.102-117. https://doi.org/10.7577/njcie.3553.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/254312
    DOI
    10.7577/njcie.3553
    Abstract
    This paper explores a reflexive decolonizing framework, arising from a teachers` first four years of teaching practice in an Indigenous community in the North of what is commonly known as Australia[A1]. The paper seeks to frame a connection between the already-established field of teacher self-reflection, and a need for decolonizing ways of knowing in education, to respect and recenter othered knowledge systems. Autoethnography and open-ended interviews are implemented with Indigenous elders, to explore the self-reflection that a non-Indigenous teacher must embrace to begin to decolonize their practice. Drawing on theories of whiteness (Moreton-Robinson, 2000), othering (Staszak, 2009) and the Cultural Interface in settler-Indigenous discursive spaces (Nakata, 2007), this work documents an extended process of teacher self-reflection. Reflecting on Karen Martin’s (2008) work Please Knock Before You Enter, and in response to Laenui’s Processes of Decolonisation (2000), starting points are proposed from which teachers can think deeply about their practice concerning ongoing coloniality. The epistemological underpinnings of teachers’ practice are explored as the place where decolonizing work must occur across all educational spaces.

    Export Reference in RIS Format     

    Endnote

    • Click on "Export Reference in RIS Format" and choose "open with... Endnote".

    Refworks

    • Click on "Export Reference in RIS Format". Login to Refworks, go to References => Import References


    Collections
    • Minerva Elements Records [45689]
    • Melbourne Graduate School of Education - Research Publications [1548]
    Minerva AccessDepositing Your Work (for University of Melbourne Staff and Students)NewsFAQs

    BrowseCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects
    My AccountLoginRegister
    StatisticsMost Popular ItemsStatistics by CountryMost Popular Authors