Award recipient: Best contribution
Indigenous pedagogical approaches speak directly to the use of story, lived experiences and real-life scenarios as a method to instigate a more authentic learning experience with undergraduate students.
This proposed SCU colleague Keynote presentation is focused on capturing and unpacking in further detail, how Indigenous pedagogy is used to support transformative learning experiences for students in undergraduate units in the discipline of Indigenous Knowledge here at Southern Cross University.
The following areas will be of particular significance:
- What is Indigenous pedagogy, and how is it applied as a diverse and active teaching method?
- How is Indigenous pedagogy industry relevant in its application in supporting students with their learning outcomes?
- What is the relationship between Indigenous pedagogy and Southern Cross's Graduate Attribute 7: Cultural Competency?
This SCU colleague Keynote will address these areas with the purpose of addressing this year's Symposium theme, and the identified sub-theme. What is also of particular note is the importance of presenting the enriching pedagogical approach of Indigenous ways of facilitating authentic learning experiences, as a scholarly practice in the discipline of Indigenous Knowledge. The further aim is to present how this can enhance meaningful learning experiences and outcomes for undergraduate students.
Ultimately Indigenous pedagogical approaches underpin the collaborative building of teaching and learning relationships that foster and encourage a unified collective way of meaningful education. As Lindsay Morcom (2018, p.1) states in her publication Niinwi-Kiinwa-Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy:
"We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom".
It is the resonant words of Morcom (2018) that speak to the deeper significance of Indigenous pedagogy and its place in teaching and learning spaces, in working with students and colleagues here at Southern Cross. To this end this proposed SCU colleague Keynote presentation with its named key areas, will encapsulate the importance of transformative learning from an Indigenous pedagogical basis.
Morcom, Lindsay., Freeman, K. (2018) Building Non-Indigenous Allies in Education. Canadian Journal of Education, 41(3), 1–27.
Southern Cross University Graduate Attributes, https://www.scu.edu.au/staff/teaching-and-learning/design/graduate-attributes/