Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

2020 ◽  
pp. 1-9
Author(s):  
Louise Hansen ◽  
Percy Hansen ◽  
Joanna Corbett ◽  
Antonia Hendrick ◽  
Trudi Marchant
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Systems Change ◽  
Ways Of Knowing ◽  
Committed Relationships ◽  
Indigenous Pedagogy ◽  
Working Together ◽  
Indigenous Ways Of Knowing ◽  
Aboriginal Elders ◽  
Australian Universities

Abstract This article, written by Aboriginal Nyoongar Elders, Louise and Percy Hansen and Joanna Corbett in collaboration with two Wadjella (white) academics, details the design and delivery of The Reaching Across the Divide: Aboriginal Elders and Academics working together project (RAD) which aimed to develop student cultural capabilities. It is encouraging that many Australian universities aim at embedding Indigenous ways of knowing, being and doing yet there remains little information on how to do this. RAD, guided by a Nyoongar framework for engagement, the Minditj Kaart-Moorditj Kaart Framework, provides one example. RAD developed student and staff capabilities, through building trusting, committed relationships, and promoting systems change. The results highlight how co-creating to embed Indigenous pedagogy through yarning and oral storying (Hansen & Corbett, 2017; Hansen, 2017) produces transformative learning outcomes which also meet key national, local and professional directives.

Four Conversations We Need To Have About Teaching and Learning in Canadian Political Science

2017 ◽  
Vol 50 (1) ◽  
pp. 263-279
Author(s):  
Heather Smith ◽  
Tracy Summerville
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
High Impact ◽  
High Impact Practices ◽  
Indigenous Ways Of Knowing ◽  
Deep Integration

AbstractOver the last 20 years of our careers, we have witnessed a significant decline in the respect for the liberal arts and social sciences. This decline forces us to regularly respond to questions about the relevance, value and future of our discipline. We know that political science provides fundamental skills for our students to succeed in the 21st century. Yet we also believe that as teachers and scholars we can do a better job of connecting to the realities of our students, articulating the skills and attitudes that our students will develop, and adapting our teaching methods to include high impact practices (Kuh, 2008) that focus on student learning. Here we argue that there are four important conversations that we need to have that can strengthen the appeal and interest in our discipline: the articulation of learning outcomes, the inclusion of high impact practices, attention to information literacy that recognizes the significant change in the delivery and access of research materials and a deep integration of indigenous ways of knowing in our teaching.

scholarly journals Indigenous Ways of Knowing as a Philosophical Base for the Promotion of Peace and Justice in Counseling Education and Psychology

2010 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Lisa Grayshield ◽  
Washo Mihecoby ◽  
Anita Mihecoby
Keyword(s):  
Native American ◽  
Counseling Psychology ◽  
Ways Of Knowing ◽  
Counseling Education ◽  
Life Challenges ◽  
Peace And Justice ◽  
Working Together ◽  
Indigenous Ways Of Knowing ◽  
To Come ◽  
Theory Research

Nowhere in my language can I find support to bring an increased awareness of the current life challenges that exist today. Internal Peace in our individual lives and external Peace for our communities and our world entails that we ourselves be peaceful people. I once asked my elders to translate the word peace in our language. They looked at each other thoughtfully, bewildered at my inquiry, smiled and replied in agreement, digum hi’ki 'angaw hulew' (Let's all get along and respect one another). Peace in my language is not an abstraction. Peace happens when everyone is working together in a way that benefits everyone including those yet to come. In this way there is no mistake. Peace is not just a state of being, or doing, it is both. It is who we are. It is based on respect for one another. From this consciousness we can create a beautiful world for everyone. As a Washo Native American scholar I share my experience in Western academia, describe the inconsistency between the praxis of Indigenous Ways of Knowing and that of the field of counseling psychology. I share the way that I know how to make a better world for all by acknowledging the significance of Indigenous perspectives on counseling psychology in theory, research, and practice.

Indigenous Methods and Pedagogy: Revisiting Ethics in Community Service-Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 143-160
Author(s):  
Swapna Padmanabha
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Ways Of Knowing ◽  
Relationship Building ◽  
Learning Goals ◽  
Community Service Learning ◽  
Teaching Module ◽  
Indigenous Methods

This paper looks at the development of a teaching module intended to enhance students’ understanding of ethics in a community service-learning (CSL) class. This module, created to meet academic (western) learning outcomes for CSL, is based upon Indigenous pedagogy and methods, and offers a non-western framing of specific community service goals, particularly reciprocity and transformative dissonance. The paper proposes that moving toward Indigenous or other ways of knowing offers students and instructors an entry point into decolonizing practices and into alternate ways of experiencing service, transformative learning, and power dynamics. The paper also includes a discussion of the theory behind the teaching module and focuses on the intertwining of ethical research protocols (from Tri-Council policy, OCAP® principles, and elsewhere), service-learning goals, and Indigenous methods within the context of settler colonial practices and policies. Alongside other traditional service-learning outcomes, the primary goal of the module is to encourage students to become critical thinkers reflecting on the mechanics of power and social inequity as they experience social justice founded upon the ideals of relationship building.

Juvenile Fiction

2018 ◽  
Author(s):  
Mavis Reimer ◽  
Clare Bradford ◽  
Heather Snell
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
British Literature ◽  
Ways Of Knowing ◽  
Indigenous Ways Of Knowing ◽  
Juvenile Fiction

This chapter focuses on the juvenile fiction of the British settler colonies to 1950, and considers how writers both take up forms familiar to them from British literature and revise these forms in the attempt to account for the specific geography, politics, and cultures of their places. It is during this time that the heroics associated with building the empire had taken hold of British cultural and literary imaginations. Repeatedly, the juvenile fiction of settler colonies returns to the question of the relations between settlers and Indigenous inhabitants—sometimes respecting the power of Indigenous knowledge and traditions; often expressing the conviction of natural British superiority to Indigenous ways of knowing and living; always revealing, whether overtly or covertly, the haunting of the stories of settler cultures by the displacement of Indigenous peoples on whose land those cultures are founded.

Capturing Transformative Moments in a Participatory Values-Based Event

2021 ◽  
pp. 154134462199624
Author(s):  
Felix Okechukwu Dike ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Present Moment ◽  
Case Study Design ◽  
Fresh Perspective ◽  
The Stability

The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

scholarly journals If We Show Them Will They Come? Attitudes of Native American Youth Towards Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 99-105
Author(s):  
Emmerentine Oliphant ◽  
Sharon B. Templeman
Keyword(s):  
Native American ◽  
Health Research ◽  
Indigenous Health ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Native Community ◽  
Research Methodologies ◽  
General Validity ◽  
Native Canadian ◽  
Indigenous Ways Of Knowing

Indigenous health research should reflect the needs and benefits of the participants and their community as well as academic and practitioner interests. The research relationship can be viewed as co-constructed by researchers, participants, and communities, but this nature often goes unrecognized because it is confined by the limits of Western epistemology. Dominant Western knowledge systems assume an objective reality or truth that does not support multiple or subjective realities, especially knowledge in which culture or context is important, such as in Indigenous ways of knowing. Alternatives and critiques of the current academic system of research could come from Native conceptualizations and philosophies, such as Indigenous ways of knowing and Indigenous protocols, which are increasingly becoming more prominent both Native and non-Native societies. This paper contains a narrative account by an Indigenous researcher of her personal experience of the significant events of her doctoral research, which examined the narratives of Native Canadian counselors’ understanding of traditional and contemporary mental health and healing. As a result of this narrative, it is understood that research with Indigenous communities requires a different paradigm than has been historically offered by academic researchers. Research methodologies employed in Native contexts must come from Indigenous values and philosophies for a number of important reasons and with consequences that impact both the practice of research itself and the general validity of research results. In conclusion, Indigenous ways of knowing can form a new basis for understanding contemporary health research with Indigenous peoples and contribute to the evolution of Indigenous academics and research methodologies in both Western academic and Native community contexts.

scholarly journals Perspectives on Openness: Honouring Indigenous Ways of Knowing

2020 ◽  
Author(s):  
Stacy Allison-Cassin ◽  
Sean Hillier ◽  
Alan Odjig Corbiere ◽  
Deborah McGregor ◽  
Joy Kirchner
Keyword(s):  
Open Access ◽  
Panel Discussion ◽  
Scholarly Communication ◽  
Ways Of Knowing ◽  
Research Community ◽  
University Libraries ◽  
Cultural Expression ◽  
Indigenous Ways Of Knowing ◽  
Taking Action ◽  
Equity And Inclusion

York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.

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