Learning in Liminal Spaces: Encountering Indigenous Knowledge and Artworks in Professional Education

Kim Snepvangers; Jessica Bulger

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Learning in Liminal Spaces: Encountering Indigenous Knowledge and Artworks in Professional Education

Journal article

Open access

Peer reviewed

Learning in Liminal Spaces: Encountering Indigenous Knowledge and Artworks in Professional Education

Kim Snepvangers and Jessica Bulger

Fusion Journal, Vol.008(8)

2016

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Abstract

Fragmentation and modularisation of e-learning in tertiary contexts is a proliferating phenomenon, driven by innovation in technology and economies of sustainability, accreditation and cost effectiveness. Within such technologies of reproduction, functionality can be negotiated within templated ePortfolio packages in preservice art and design education. Land, Rattray & Vivian's (2014) forays into learning in liminal spaces are relevant for engagement of learners. Moving towards professional learning entails educators redefining their position. Providing learners with opportunities to make connections between internet-derived knowledge and real world application relies on teacher case based knowledge, new learning communities and spaces for transaction. For example, enforcing templated online ePortfolios leaves little space for creation of new knowledge, especially in the contested space of Indigenous Knowledge. How rethinking and prioritising Indigenous Knowledge might be achieved within a 'liminal' e-learning space, is highlighted through case study 'encounters' of an Indigenous educator's history and experience. Connecting video, artworks and textual artefact exemplars with student expertise in curating ePortfolios directly links learners with previously undisclosed and unsettling knowledge. Learning opportunities that allow students to reflectively engage with contested spaces of liminality, within the " Cultural Interface " Nakata (2004) creates new meeting places and spaces for scholarship. 'Convergences' (Nakata et al, 2014) of Indigenous and 'Western' knowledge domains contextualise experience and make complex ideas accessible in visual form. Co-authoring in this case by Indigenous and non-Indigenous educators reflects an amalgam of understanding to effectively utilise technology, prioritise Indigenous Knowledge and negotiate systems of professional accreditation within standards based frameworks.

Details

Title: Learning in Liminal Spaces: Encountering Indigenous Knowledge and Artworks in Professional Education
Creators: Kim Snepvangers - University of New South Wales
Jessica Bulger - University of New South Wales
Publication Details: Fusion Journal, Vol.008(8)
Publisher: Charles Sturt University
Identifiers: 991012934099002368
Copyright: All articles and creative works published in Fusion Journal are published under a Creative Commons Attribution – Noncommercial – No Derivatives 3.0 Licence. By submitting to Fusion Journal, you permit your work to come under this licence.
Academic Unit: Faculty of Education
Language: English
Resource Type: Journal article

Learning in Liminal Spaces: Encountering Indigenous Knowledge and Artworks in Professional Education

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