This paper tracks the pedagogical genealogy that informs the delivery of the Growing Our Own program: longstanding and continuous commitment to Indigenous education from the Catholic sector, navigations to include bilingual education, and the articulation of both-ways learning and red dirt pedagogy. This mapping is interspersed with some poetic signposts, from an undergraduate participant and the author, as artefacts that illustrate enactment and embodiment this approach to teacher education: how the undergraduate participants can be empowered by the program, and how teaching in the program demands reflective, reflexive and perhaps transformative practices by the lecturers.
AuthorSmith, S. E.Date2019Publication CollectionNorthern Institute - Learning Communities: International Journal of Learning in Social ContextsVolume25/ 2019Page Number36-43CopyrightThis work is licensed under CC BY-SASuggested CitationSmith, S. E. (2019). The red dirt stays in your shoes: Reflective practice and both-ways learning. Learning Communities: International Journal of Learning in Social Contexts [Special Issue: Growing Our Own: Indigenous Education on Country], 25, 36-43. DOI: https://doi.org/10.18793/lcj2019.25.04ISSNISSN 1329-1440 (online)ISSN 2202-7904 (print)PublisherCollege of Indigenous Futures, Arts & SocietyCHARLES DARWIN UNIVERSITY Place of PublicationDarwin
Smith, S. E., The red dirt stays in your shoes: Reflective practice and both-ways learning (2019). Charles Darwin University, accessed 30/11/2023, https://digitalcollections.cdu.edu.au/nodes/view/4869