Transcultural eLearning
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"Racism, Aboriginal and Torres Strait Islander identities, and higher e" by Gawaian Bodkin-Andrews and Bronwyn Carlson

Purpose: Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today. Methodology: This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education. Findings: This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism. Implications: The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.
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"The ‘new frontier’: Emergent Indigenous identities and social media" by Bronwyn Carlson

The rapid rise in the use of social media as a means of cultural and social interaction among Aboriginal people and groups is an intriguing development. It is a phenomenon that has not yet gained traction in academia, although interest is gaining momentum as it becomes apparent that the use of social media is becoming an everyday, typical activity. In one episode of Living Black (an Australian television show featuring stories of interest to Indigenous people) entitled ‘‘Cyber Wars’’ (April 19th, 2010), several Aboriginal people commented on their Facebook use. Allan Clarke, one of the Aboriginal Facebook users featured, stated that, ‘‘It’s an intrinsic part of our daily routine….’’ My recently completed doctoral research52 reveals that Aboriginal people are active participants on social media sites and in particular on Facebook. In the course of my study, I conducted a content analysis of open Facebook pages that are popular with Aboriginal users, and being an avid Facebook user myself, I was able to navigate through many open pages and explore the activities taking place. In terms of self-representation, the findings from my research reveal that Facebook is becoming a popular vehicle amongst Aboriginal people, to build, display, and perform Aboriginal identities (Lumby 2010). Many Aboriginal Facebook users treat this site as a key self-representational tool to communicate their Aboriginal identity to other social media users in online communities (generally other Aboriginal people or Aboriginal groups).
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Universal Design for Learning

Universal Design for Learning | Transcultural eLearning | Scoop.it
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Information and resources to enhance universal design 

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Emerald Insight | Campus-Wide Information Systems | Using Web 2.0 to decolonise transcultural learning zones in higher education

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The paper, drawing on postcolonial, epistemological, and Web 2.0 learning literatures, first deconstructs the continued dominance of the traditional academic discourse in transcultural settings. It then illustrates how Web 2.0's non-foundational approach to the nature of knowledge gives it the capacity to construct postcolonial transcultural learning zones that are inherently open to other knowledge systems and discourses.

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Cambridge Journals Online - The Australian Journal of Indigenous Education - Abstract - Red Dirt Thinking on Educational Disadvantage

Cambridge Journals Online - The Australian Journal of Indigenous Education - Abstract - Red Dirt Thinking on Educational Disadvantage | Transcultural eLearning | Scoop.it
When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Planclose the gapdisadvantageadvantagered dirt thinking’ it goes on to ask if and what alternative measures of success could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes.
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Rethinking education

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Transcultural Teaching

Themes and images that transcend cultural differences help build bridges in international classrooms.
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