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Instead, it outlines a learning process that situates Indigenous people as people of place, knowledge, and science, emphasizing dispositions that help graduates navigate the cultural interface between Indigenous and non-Indigenous ideas, critique, and changing discourses for better community outcomes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Felecia Watkin Lui4  \n1 Indigenous Education and Research Centre, James Cook University, Building 301, 1 James Cook Drive, Townsville QLD 4811, [email: ailie. mcdowall@jcu.edu.au](email: ailie. mcdowall@jcu.edu.au)  \n2 Indigenous Education and Research Centre, James Cook University, Townsville QLD 4811  \n3 The Cairns Institute, James Cook University, Cairns QLD 4878  \n4 Indigenous Education and Research Centre, James Cook University, Cairns QLD 4878  \nIndigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as remnants of the past. We extend earlier conversations by focusing on the development of learning dispositions which enable students to better navigate the complexities of the interface between Indigenous and non-Indigenous ideas. This reflection on practice contributes to ongoing discussions about the establishment of Indigenous studies as a discipline.  \nKeywords: Indigenous studies, higher education, learning dispositions, cultural interface  \nIntroduction  \nIndigenous studies has come a long way.  \nIn the modern university, Indigenous studies as a discipline is well placed to prepare graduates to better work with Indigenous communities. Over recent decades, such teaching has often focused on the interrogation of students’ identities, questioning their complicity in colonialism, investigating the social construction of race as an active component of structural oppression and using notions such as cultural competency as competency-based approaches to learning and knowing about the “other”. This approach to teaching often invites students to be advocates of Indigenous peoples and issues (Nakata, 2017) . While this work has been successful in putting Indigenous topics on the agenda, following Nakata (2017), we question whether advocacy is sufficient. Our focus moves Indigenous studies far from its origins as a colonial or post-colonial enterprise, a study of Indigenous people from the outside. It also shifts Indigenous studies beyond a study of inter-race relations, a teaching of Indigenous perspectives, or a professionally driven preparation to be culturally competent in the workplace, to an engagement with the needs of Indigenous peoples and communities as the determiners of their own futures.  \nWhen graduates find themselves in the field, caught between their disciplinary training and realities on the ground, or in a novel situation for which they feel unprepared, which dispositions will guide them to respond in a way that supports outcomes for the Indigenous communities they service, regardless of  \ntheir field? What type of curriculum prepares graduates to navigate contemporary Indigenous spaces to ask questions, work within the complexities of the corpus, trial different approaches, take risks, accept critique and critically consider the outcomes of their work? What contribution does Indigenous studies make to a workforce who can work collaboratively with Indigenous communities to contribute to, rather than advocate for, political and cultural self-determination?  \nThis paper responds to these questions by describing our work in developing a sequence of undergraduate learning, an Indigenous Studies major. We seek to grow graduates who can better navigate the complexities of the interface between Indigenous and non-Indigenous people. A focus on the interface is a shift away from the position of Indigenous and non-Indigenous people as in a simplistic dichotomous relation (see Nakata, 2007) . The cultural interface raises questions of our loyalties to such forms of representation that cast Indigenous people singularly as “the colonial other”, “culturally different”","cbCaipurYO6DQqiy","https://ap.wps.com/l/cbCaipurYO6DQqiy","pdf",254959,15,"English","# Introduction\n## Background","[{\"question\":\"What is the main teaching shift proposed in the paper?\",\"answer\":\"The paper shifts Indigenous studies away from seeing Indigenous and non-Indigenous people in a simplistic dichotomous relation toward engaging the cultural interface and its tensions.\"},{\"question\":\"Why does the paper question advocacy as a sufficient goal?\",\"answer\":\"It argues that advocacy alone may not prepare graduates to work effectively with Indigenous peoples and communities as determiners of their own futures.\"},{\"question\":\"What dispositions does the paper aim to develop in students?\",\"answer\":\"It seeks undergraduate graduates who can navigate complexities at the interface, ask questions, work within discursive complexities, trial approaches, take risks, accept critique, and critically consider outcomes.\"}]","Growing learning dispositions in Indigenous studies | PDF",1792078724,38]