Thesis
How we can walk the talk: Yarning about professional learning and Indigenous cultural learning in higher education
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2025
DOI:
https://doi.org/10.25918/thesis.538
Appears in Recent Southern Cross PhD Theses
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Abstract
Through this thesis, I share my own learning story about Indigenous cultural professional learning (CPL) in higher education. The motivation was the realisation that a disparity exists between the expectations of schoolteachers’ CPL and the ways in which universities develop such learning. Professional standards exist in the school system to participate in professional learning and to learn about Indigenous Knowledges, related practices and the promotion of reconciliation in Australia. However, the interpretation of CPL and related practices vastly differs within universities. Inconsistent guidance is evident for those teaching teachers in higher education, which applies to other areas of study as well.
My story describes my learning journey in the CPL space, which took place at Southern Cross University (SCU). I identified significant limitations for CPL opportunities for staff and sought assistance from Aboriginal cultural leaders, CPL experts and university staff to investigate this space. Within a collaborative yarning group, we shared our knowledge and experiences about the value and function of CPL at SCU and beyond. I also sat with individual SCU staff to hear about their experiences with CPL.
For this qualitative, relational methodology of story sharing through yarning, I developed a Critical Colonial Australian Standpoint (CCAS) as the theoretical framework, which draws from axiological, ontological and epistemological considerations supported by relevant decolonising theories. The CCAS acted as the tool for critical reflection to interpret the shared knowledge and understandings, which led to concrete articulations to assist the CPL space.
My contributions include the understanding that there exists a Cultural Professional Learning Continuum (CPLC), indicating the type of knowledge that can be gained depending on the type of learning opportunity. Furthermore, I put forward a Culturally Responsive Professional Learning Framework (CRPLF) to assist developers of CPL programs. The findings emerged within my learning story, also foregrounding participants’ voices, which provide insights for CPL to be more relational, reflective, ongoing and culturally responsive to improve teaching practices at the university.
Details
- Title
- How we can walk the talk: Yarning about professional learning and Indigenous cultural learning in higher education
- Creators
- Tobias Gebhardt
- Contributors
- Lewes Peddell (Supervisor) - Southern Cross UniversityLiz Mackinlay (Supervisor) - Southern Cross UniversityStuart Barlo (Supervisor) - Southern Cross UniversityTony Yeigh (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- 369
- Identifiers
- 991013334227602368
- Copyright
- © Tobias Gebhardt 2025
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis