By Ailie McDowall
University disciplines are grappling with how best to incorporate Indigenous content and frameworks for practice into their teaching to better prepare graduates to work with Indigenous communities. Yet the pedagogical approaches that can best engage students in Indigenous Studies as a field of critical study are still being debated.
This article has two aims. The first is to consider how an uncomfortable reflexivity may provide an alternative theoretical and methodological approach to preparing university students for future work. The second aim is to consider Nakata’s cultural interface as a teaching tool that may open discussion around how professionals embody the disciplinary histories that govern their work.
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Decolonising Global Health Archive 