Search results

This paper describes a work in progress, which investigates concepts of teaching, learning and understanding. The target group investigated is pre-service teachers at Griffith University in Brisbane, Australia. Other areas investigated were, the dynamics of teaching Indigenous Australian Studies (cross-culturally), the benefits to formal learning in relation to 'informal' knowledge and learning outcomes as perceived by the target group. Results of my research found that students view Indigenous Australian Studies as a precarious area to study, but then discovered that through the Indigenous teaching and student-centered approach (U-ME-US), changes in learning and understanding transpired. That is, students gained an immense satisfaction and a reshaping of their previous knowledge. The most interesting result indicated that the benefits expressed by students through their shift in understanding replaced their insecurities about Indigenous Australians and the hesitancy to engage in 'Aboriginal' issues. It is proposed that U-ME-US locates the institution one step closer to student-centered learning.