Hostname: page-component-7dd5485656-pnlb5 Total loading time: 0.001 Render date: 2025-10-30T13:36:43.506Z Has data issue: false hasContentIssue false
  • English
  • Français

Australian Indigenous Tertiary Studies: A Discussion with Professor David Boud on Experience-Based Learning and the Transformation of University Courses

Published online by Cambridge University Press:  06 September 2012

Heidi Norman
Heidi Norman*
Affiliation:
Faculty of Arts and Social Sciences, University of Technology, Sydney (UTS), Australia
*
address for correspondence: Heidi Norman, Faculty of Arts & Social Sciences, University of Technology, Sydney, PO Box 123, Broadway NSW 2007, Australia. Email: Heidi.Norman@uts.edu.au
Get access

Abstract

This article critically examines the possibility of using Problem-Based Learning as an approach to teaching and learning and curriculum design in Indigenous studies. This approach emphasises the potential for Experience-Based Learning or Problem-Based Learning as a model that frames the curriculum and pedagogical activities to encourage student engagement with key issues in ways they find meaningful. It takes the form of an interview with Professor David Boud, a well-known scholar in this area.

Keywords

transformative learningIndigenous studiesExperience-Based LearningProblem-Based Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Andresen, L., Boud, D., & Cohen, R. (2000) Experience-based learning. In Foley, G. (Ed.), Understanding adult education and training (pp. 225–239). Sydney, Australia: Allen and Unwin.Google Scholar
Attwood, B. (2005). Telling the truth about Aboriginal history. Sydney, Australia: Allen & Unwin.Google Scholar
Boud, D. (1989). Some competing traditions in experiential learning. In Weil, S. & McGill, I. (Eds.), Making sense of experiential learning: Diversity in theory and practice (pp. 38–49). London: Society for Research into Higher Education and Open University Press.Google Scholar
Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning. Bristol, PA: Society for Research into Higher Education and Open University Press.Google Scholar
Boud, D., & Feletti, G. (Eds.). (1997). The challenge of problem-based learning (2nd ed.). London: Routledge.Google Scholar
McGregor, R. (2009). Another nation: Aboriginal activism in the late 1960s and early 1970s. Australian Historical Studies, 40 (2), 343–360.CrossRefGoogle Scholar
Martinez, J. (1997). Problematising Aboriginal nationalism. Aboriginal History, 21, 133–147.Google Scholar
Mooney, J., & Cleverley, J. (2010) Taking our place: Aboriginal education and the story of the Koori Centre at the University of Sydney. Sydney, Australia: Sydney University Press.Google Scholar
Norman, H. (2004). Exploring effective teaching strategies: Simulation case studies and Indigenous studies at the university level. The Australian Journal of Indigenous Education, 33, 15–21.CrossRefGoogle Scholar
Reynolds, H. (1981). The other side of the frontier: An interpretation of the Aboriginal response to the invasion and settlement of Australia. Townsville, Australia: James Cook University.Google Scholar
Reynolds, H. (1984). The breaking of the great Australian silence: Aborigines in Australian historiography 1955–1983. The Trevor Reese memorial lecture, University of London, Institute of Commonwealth Studies, Australian Studies Centre.Google Scholar
Reynolds, H. (1990). The other side of the frontier: Aboriginal resistance to the European invasion of Australia, Melbourne, Australia: Penguin.Google Scholar
Sutherland, J. (1983). Addressing the key issues for reconciliation. Canberra, Australia: Council for Aboriginal Reconciliation & AGPS.Google Scholar
Tickner, R. (2001). Taking a stand: Land rights to reconciliation. Sydney, Australia: Allen & Unwin.Google Scholar