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Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study

Published online by Cambridge University Press:  22 July 2015

Lilly Brown
Lilly Brown*
Affiliation:
The University of Western Australia, 35 Stirling Highway, Crawley, Western Australia, 6009, Australia
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Abstract

A strong educator-learner relationship is continually identified as the most significant form of involvement affecting the student experience. Yet, within the current dominant higher-educational context, student-faculty interactions are also identified as an area in need of improvement. This paper explores the educator-learner relationship within a space created by “Indigenous pedagogy” and epistemology through a case study conducted with undergraduate students at The University of Western Australia. Within this context distinctions such as “inside” and “outside” the classroom are seen to inhibit interconnectedness within a holistic system of knowing. Extensive qualitative enquiry in the form of observations, non-Indigenous and Indigenous student focus groups and faculty interviews, informed a descriptive case study of the unit offered through the University of Western Australia titled “Aboriginal Ways of Knowing”. It was found that this space, as Indigenised, offered students the opportunity to connect spiritually and personally with themselves, one another and their educators. Furthermore, in reading this space as an “interface” between Western and Indigenous systems of knowing, a productive tension emerged in emulation of what Indigenous people experience throughout their daily lives. This research contributes to a growing body of literature indicating the potential of Indigenous pedagogy and epistemologies within the tertiary context.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue S1: Indigenous Studies, Indigenous Knowledge: Dialogue Or Conflict In The Academy? , 2010 , pp. 15 - 22
Copyright
Copyright © Cambridge University Press 2010

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