Thesis
Realising the Potential of Cultural Safety in Education
Southern Cross University
Doctor of Indigenous Philosophies (DIndigPh), Southern Cross University
2022
DOI:
https://doi.org/10.25918/thesis.265
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Abstract
This thesis investigated how privileging the voice of Bundjalung Elders, applying Indigenous models such as art, yarning, dance, and Indigenous philosophical approaches such as Wana Werlu (be the best version of yourself), enhances quality teaching and learning for Aboriginal and Torres Strait Islander students. Aboriginal cultural strengths live in the voices, art, dance, tracks and trails of people engaged in Country. These strengths become more apparent the deeper one explores Country. My methodology for this thesis was based on Indigenous Knowledge (IK) using yarning as a rich data source, alongside reflexive journaling and train of thought.
This thesis critically reflects upon the protocols and permissions required to develop a cultural educational resource. To achieve this, I actively listened to Bundjalung Elders and coded the emerging themes from a series of yarns. Through this process, major themes arose concerning Indigenous students’ connection with education. I intend to embed these themes in a future study incorporating a dance workshop, yarning and art. The goal of this thesis is to assist in developing equity in education for Indigenous students. To achieve this goal, it is vital to create awareness among teachers of the importance of facilitating a culturally safe environment for students.
This study investigated whether cultural dance could assist Aboriginal students' learning within the secondary education system. I critically reflected on the permission to incorporate the White Owl Totem of the Bandjalang Corporation into a dance workshop to engage Indigenous students with Science, Technology, Engineering and Mathematics (STEM). Initially, I explored dance as a creative tool that may allow Indigenous Knowledge to emerge through the context of STEM. Due to COVID-19 lockdowns, my research journey and this thesis became much more layered, open, moving and informed by Bundjalung Country and its Elders, and directly related to finding better ways of doing things in the classroom. To some extent, this is a normal part of a journey; it is open to change, and within this change, I have checked back with my Elders on the pivots that I made to complete the thesis; this was done to ensure its value to the local community. During this journey, I have critically reflected upon the relationships, my education experience, pedagogy, pivots and gaining local permission. This reflection has unveiled some parallel focuses of my own life experiences and realising the potential of cultural safety in the classroom through privileging the voice of Elders.
Details
- Title
- Realising the Potential of Cultural Safety in Education
- Creators
- Kylie Day - Southern Cross University
- Contributors
- Stuart Barlo (Supervisor) - Southern Cross UniversityLynne McPherson (Supervisor) - Southern Cross UniversityKelly Menzel (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Indigenous Philosophies (DIndigPh)
- Theses
- Doctor of Indigenous Philosophies (DIndigPh), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- 316
- Identifiers
- 991013118713802368
- Copyright
- © K Day 2022
- Academic Unit
- Gnibi College of Indigenous Australian Peoples
- Resource Type
- Thesis