By Brydie-Leigh Bartleet, Dawn Bennett, Anne Power, Naomi Sunderland
This quantity deals educators, greater schooling associations, groups and agencies serious understandings and assets which could underpin respectful, reciprocal and transformative educative relationships with First Peoples across the world. With a spotlight on provider studying, each one bankruptcy presents concrete examples of ways arts-based, community-led initiatives can improve and help the standard and sustainability of First Peoples’ cultural content material in larger schooling. In partnership with groups throughout Australia, Aotearoa New Zealand, Canada and the U.S., members think about assorted initiatives and actions, supply wealthy and fascinating first-hand debts of pupil, neighborhood and employees reports, proportion thoughts for arts-based provider studying tasks and description destiny instructions within the field.
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Additional resources for Engaging First Peoples in Arts-Based Service Learning: Towards Respectful and Mutually Beneficial Educational Practices
Russell, L. (2011). Borrowed dances: Appropriation, authenticity and performing ‘identity’ in Prescott, Arizona, 1921–1990. Australasian Drama Studies, 59, 39–52. Scott, K. (2014). From drill to dance. In B. Neumeier & K. ), Decolonizing the landscape: Indigenous cultures in Australia (Cross/Cultures, 173, pp. 3–22). Amsterdam: Rodopi. , & Chan, J. (2013). Negotiating the paradox of creative autonomy in the making of artists. Studies in Art Education, 54(3), 260–272. Williams, J. J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice.
Nakata, M. (1998). Anthropological texts and Indigenous standpoints. Australian Aboriginal Studies, 2, 3–12. , & Richards, C. (2009). Is ‘close the gap’ a useful approach to improving the health and wellbeing of Indigenous Australians? Australian Review of Public Affairs, 9(2), 1–14. , & Troy, J. (2014). Blackwords and ‘reciprocal recognitions’. Australian Aboriginal Studies, 2014(1), 119–125. Riley, A. R. (2005). ‘Straight stealing’: Towards an Indigenous system of cultural property protection.
Along with these scholarly influences, the concept of partnership has been something we have practiced and experienced in deeply felt ways, playing out in forms of personal connection and obligation that are difficult to express in scholarly form. In addressing such issues in this chapter, we are curious about whether this has been the experience for others. If so, we hope we are able to bring together ideas from the literature on partnerships in a way that might resonate with readers and act as a trigger for further reflection on this concept in arts-based service learning with First Peoples.