Creative Education

Volume 5, Issue 14 (August 2014)

ISSN Print: 2151-4755   ISSN Online: 2151-4771

Google-based Impact Factor: 0.92  Citations  h5-index & Ranking

Interdisciplinary Practice: Dialogue as Action to Resist Colonialism in Higher Education

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Two colleagues, one who is identified as a Kamilaroi First Nation of Australia man, and a woman who is identified as Australian, from European decent, come together through dialogue to explore interdisciplinary practices within their university setting. Focusing on their areas of expertise, they share the similarities and differences associated with the concepts of identity, identifying and binaries between the teaching and learning of Science Education and First Nations Knowledge production. Through emerging dialogue, they realize that even though their cultural backgrounds are completely different, both are subjected to the complexities of hegemonic binaries that impact and influence their teaching practice. In striving for equity, both authors aim to continually recognize and challenge the binaries that privilege some agendas and students, and marginalize others. By sharing assumptions, beliefs and practices, the article invites the possibility that something new can emerge from their encounter to generate innovative understandings that will inform future practice. Through their praxis and dialogues with students, both have come to understand that it is not only those students marginalized by the system that appreciate their actions, but those who are privileged also benefit as they become more aware of an ever changing world around them.

Cite this paper

Sammel, A. and Waters, M. (2014) Interdisciplinary Practice: Dialogue as Action to Resist Colonialism in Higher Education. Creative Education, 5, 1235-1248. doi: 10.4236/ce.2014.514139.

Cited by

[1] Indigenous Knowledge Production: Navigating Humanity within a Western World
Indigenous Knowledge Production, 2018
[2] Indigenous Perspectives on EFS in Australia and New Zealand
Educating for Sustainability in Primary Schools, 2015

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