ABSTRACT

Since Universities Australia’s Indigenous Strategy recommended a sector-wide approach to ‘closing the gap’ between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding Jindaola, a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It ‘hacks’ the curriculum development space with staff through Aboriginal way towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of ‘heterotopia’, and interview data from 30 participants, to describe how Jindaola usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.

摘要

由于澳大利亚大学的土著战略建议采用全部门的方法来“缩小土著和非土著澳大利亚人之间的差距”，因此大学一直在努力解决如何做到这一点。抵制回避任何关系责任的主流课程开发方法（Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods . Manitoba: Fernwood Publishing）需要进入艰难的权力关系和占据空间来改变课程开发本身的行为. 本文是了解Jindaola的系列文章中的第二篇，该计划由澳大利亚一所大学的本地土著知识持有者领导。它通过原住民的方式与员工一起“破解”课程开发空间课程协调，在学科和相关土著知识之间建立基于知识的关系。我们刻意且颇具争议地演绎了这种关系，暂时带着“异托邦”的福柯镜头，以及30位参与者的访谈数据，来描述金道拉如何篡夺新殖民主义的职权，嵌入本土知识，创造并拥有一个反霸权的空间去殖民化课程开发。