Neil Harrison|Maxine Greenfield
Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies
Macquarie University
abstract project based research conducted 12 schools new south wales australia examines school incorporates aboriginal perspectives kindergarten year 6 program view identifying quality practice interviewed teachers schools became clear considerable confusion difference aboriginal perspectives aboriginal knowledge concepts used interchangeably teach syllabus content information aboriginal people endeavour clarify concepts suggest teachers might incorporate aboriginal knowledge programs without recreating stereotypical representations often effect current pedagogies keywords aboriginal educationaboriginal knowledgeaboriginal perspectivesbest practiceidentityplace acknowledgements would like acknowledge assistance aboriginal education training directorate new south wales initial formulation project along insightful comments louise zarmati draft paper