Justine Grogan

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Justine Grogan

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Teaching areas

  • Aboriginal and Torres Strait Islander Studies

Research areas

  • designing effective pedagogical tools in Aboriginal and Torres Strait Islander studies
  • embedding Aboriginal and Torres Strait Islander Knowledges and Perspectives in primary, secondary and higher education with key areas in colonisation, Critical Race Theory, anti-racism, white privilege, power and professional competency

Profile

Justine Grogan is an Associate Lecturer in Indigenous Studies in the Faculty of Arts, Business and Law, School of Social Sciences at USC and is a proud Wongaibon descendant.

Her continuing role of Project Officer for the Embedding Aboriginal and Torres Strait Islander Knowledges and Perspectives in the USC Curriculum Working Party and Secretary of the Embedding Aboriginal and Torres Strait Islander Knowledges and Perspectives Reference Group, gave her the opportunity to present at the South Australia University Indigenous Content in Education Symposium.

Her Honours research was in Indigenous Studies in curriculum development and pedagogical delivery of content in education and will now continue on with this research for her PhD.

While researching Justine has tutored in stand-alone Indigenous Studies courses. Also, she has had active involvement in the Buranga Centre where her role involved mentoring and tutoring Aboriginal and Torres Strait Islander students and is a very active member in the local Gubbi Gubbi/Kabi Kabi community.

Justine was selected for the 2016 Aurora Indigenous Scholars International Study Tour. This prestigious selection gives Justine the opportunity to spend time at US universities, including Berkeley, Stanford, Harvard, Columbia and New York University.

Professional memberships

  • National Indigenous Research and Knowledges Network (NIRAKN)

Selected research publication

Aberdeen, L., Carter J., Grogan J. & Hollinsworth D. 2013, ‘Rocking the foundations: The struggle for effective Indigenous Studies in Australian higher education’, Higher Education Review, vol. 45, no. 3, pp. 36–55.

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