This book examines a collaborative partnership model between academia and Indigenous peoples, the goal of which is to integrate Indigenous perspectives into the curriculum. It demonstrates how the authentic and creative approaches employed have led to an evolution of curriculum and pedagogy that facilitates cultural competence among Australian graduate and undergraduate students.
The book pursues an interdisciplinary approach based on highly practical examples, exemplars and methods that are currently being used to teach in this area. It focuses on facilitating student acquisition of knowledge, understanding, attitudes and skills, following Charles Sturt University’s Cultural Competence Pedagogical Framework. Further, it provides insights into the use of reflective practice in this context, and practical ideas on embedding content and sharing practices, highlighting examples of potential “ways forward,” both nationally and globally.
Author(s): Barbara Hill, Jillene Harris, Ruth Bacchus
Publisher: Springer Singapore
Year: 2020
Language: English
Pages: 210
City: Singapore
Foreword: Yaliilan’s Poem
Contents
Editors, Mentors and Contributors
1 Working with Respect and Working with Cultural Safety
Words from the Elders
Calls for Change
The Journey: Answering the Call
Who We Take on Our Journey: From the Editors
References
2 Who Are the Experts? Where the ‘Self’ and the ‘Other’ Meet When Building Relationships with Aboriginal Elders
Researching in Aboriginal Contexts
The Importance of Reflexivity
Phenomenology
Narrative: Yarning with a Purpose
Things to Keep in Mind When Relating with the Mob and/or Engaging in Research
The Dilution of Mob Identity and Its Impact on Psychosocial Health of Original People
Assimilation Processes and Their Connection to Genocide
The Psychology of Childhood Trauma and Its Consequences for Belonging to the Mob
References
3 Authentically Modifying a First-Year Psychology Subject
Introduction
Reflection—Simone
Knowledge and Scholarship Around the Topic
Conversation with Elders; Mallyan and Wirribee—Jill
Yindyamarra and Wiradyuri Pedagogy: Wirribee
Critical Reflexivity
Simple Ways to Encourage Reflection: Mallyan
Assessment
Applying Gari Yala and Dhuluyanha to Assessment: Wirribee
Student Voices: Simone
Working Effectively
Conclusion
References
4 The Benefits of in Country Experiences at the Tertiary Level
Language Imbued in Country: Geography and Learning with Elders
National Contexts
What Does Immersion Mean? Barbara
Immersion and Cultural Safety: Bruce
Yindyamarra and Working with Respect Inter-Nationally
Reflections on Yindyamarra and the Teaching of the Elders: Lloyd
Language Revitalisation: Mambuwarra ngaaminyagigu, Wudhagarbinya wudhadhuraygigu, Winhangarra gulbaligigu (Ways of Seeing, Hearing and Knowing)—Lloyd
Relationship Building with Students: Jill
Conclusion
References
5 Exploring Identities: Challenges in the Classroom
Student Voices
References
6 “Yindyamarra in Action”: Indigenous Cultural Competence as Core Business Within Legal Education and Law Schools
Designing Indigenous Cultural Competence into Legal Education—Alison
Developing the Space for a Yindyamaldhuray Yalibilinga Mawang Approach—Annette
Delivering Indigenous Cultural Competence in Law Curriculum—Kim
Making Curriculum Compliant
Making Curriculum Engaging and Authentic
Conclusion
References
7 Doing What is Right: Behavioural Change in Service Delivery at the Higher End of Cultural Competence
Conversation and Relationship Building with Elders
Knowledge and Scholarship Around the Topic
Reflections as Scholar, Teacher, Researcher and Professional
Methods of Teaching/Sharing/Providing Evidence/Student Voices
References
8 A Conversation About Indigenous Pedagogy, Neuroscience and Material Thinking
References
9 Practicing What We Preach: Reflecting on Culturally Competent Practice in the Teaching of Indigenous Australian Content
Introduction—Who We Are and What We Do
Linda’s Story
Simone’s Story
What We Do
Teaching Indigenous Studies
The Art of Reflection
Cultural Competency—Reflection in Action
Knowledge, Skills and Values—Knowing and Valuing Our Students
Returning, Reflecting, Responding
References
10 Using Developments in Sport in Australia to Promote Cultural Competence in Higher Education Courses at CSU
Introduction
Racism in Sport in Australia
Tackling Discrimination Aimed at Indigenous Athletes: Three Case Studies
The Australian Football League (AFL)
The National Rugby League (NRL)
Commonwealth Games
Methods of Teaching, Sharing and Providing Evidence
Conclusion: Reflections as Researchers and Educators
References
11 Curriculum to Scaffold the Students’ Journey of Cultural Competence: Whole-of-Program Approach in Allied Health
Conversations with Wiradyuri Elders
Evidence Base
Reflections on Practice
Methods of Teaching/Sharing/Providing Evidence/Student Voices
References
12 Reflections on a Nursing Curriculum: Lessons Learnt
Knowledge and Scholarship Isn Indigenous Australian Competence Cultural and Nursing
Methods of Unearthing the Voice of Bachelor of Nursing Learners in Indigenous Australian Cultural Competence
Findings that Informed Curriculum Design and Modification
Influences of the Curriculum on Student Learning
Enabling Learning in the Area of Indigenous Australian Cultural Competence
Mindfulness of the Hidden Curriculum
Influences of Student Experiences
Online Safety is Important to Student Experiences in Indigenous Australian Cultural Competence
Making Connections Embodies the Experiences in Indigenous Australian Cultural Competence
Critical Thinking in Indigenous Australian Cultural Competence
Learning Was Uncomfortable
The Paradox of Experiences Did not Inhibit the Journey
The Unique Personal Journey
The Personal Learning
Personal Attributes Are Central to the Journey of Indigenous Australian Cultural Competence
Language as the Marker that the Journey Was Incomplete
Relevance of the Research
Conversations and Building Relationships
Conclusion
References
13 Course and Subject Design Facilitating Indigenous Cultural Competence
Introduction
Current Influences on Higher Education
The Australian Context
A Need for Cultural Competence
The Impact of Standards on Curriculum Design
Curriculum Design
A Process for Both Course and Subject
Constructive Alignment
Feedback
Designing for Indigenous Cultural Competence
Conclusion
References
14 A Working Guide Towards Debiasing Higher Education Through the Affordances of Indigenous Australian Cultural Competence Curriculum
The National and Local Context for Cultural Competence
What is a Bias, and Why Focus on Unconscious Bias?
Guide to Debiasing Teaching and Learning Through the Affordances of an Indigenous Australian Cultural Competence Curriculum
Exploring Biases in a Bi-Cultural Divide
Organisational Culture and Education Policy
Outcomes-Based Education for Attaining Graduate Attributes
Curriculum and Pedagogy
Academic Disciplines
Teacher Philosophies
Student Assessment of Learning
Ongoing Issues and Conclusions
References
15 The Place of Individual Spirituality in the Pedagogy of Discomfort and Resistance
Introduction
Spirituality and Moral Courage
Pedagogy of Discomfort
Discussion
Pedagogy of Hope
Adaptive Social Work to Counter the Discomfort of Whiteness
Conclusion
References
16 Developing Students’ Cultural Competence Through Embedded Emergent Learning
Conversation and Relationship Building with Elders
Knowledge and Scholarship Around the Topic
Methods of Teaching/Sharing/Providing Evidence/Student Voices
Reflections as Scholar/Teacher
References
17 When the Elders Govern Your Learning
