Dr Rachel Lynwood

The experiences of Indigenous people in the academy are diverse, each perspective with its own story to tell regarding our academic journeys as Indigenous scholars. This thesis draws on experiences and findings from a qualitative research methodology that is specifically auto-ethnographical. The underpinning theoretical framework used was from an interpretivist paradigm, and the qualitative research methods used were self-reflective and self-observatory journalling of my experiences. This thesis presents an in-depth overview of the themes that emerged from this project’s work and its findings. The work documented in this thesis concludes that there is ongoing work to be done in supporting, with greater commitment, all Indigenous academic matters. The other concluding factor that emerged from the work of this project is the potential authentic impact our shared stories of life in the academy as Indigenous scholars can continue to have when they are brought forth in authenticity in our research and other academic work.

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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/

Southern Cross Model Community of Practice group members from across SCU: Dr Liz Goode, Dr Mieke Witsel, Tina van Eyk, Associate Professor Suzi Syme, Dr Nicci Whiteing, Dr Vinh Bui, Rachel Lynwood, Dr Paul Whitelaw, and CoP group

A core function of a Community of Practice is to develop a shared practice, and a regime of competence in that practice over time (Wenger-Trayner & Wenger-Trayner, 2020, p. 32). To complement other professional learning activities taking place across the University for staff uplift in the Southern Cross Model (SCM), members of an SCU Community of Practice group will pose two questions in this video:

What 'sticky questions' - questions that are unresolved, recurring, problematic - do you have about designing and delivering learning experiences in the SCM??
How would you like to explore those sticky questions?

This video presentation will use VoiceThread to engage colleagues in the discussion by demonstrating a useful teaching technology while surfacing potential ways forward to enrich our practice in the Southern Cross Model.

In June 2021 a Community of Practice Group was formed involving sixteen staff from across the University and its Partners. This group has evolved into a social learning space (Wenger-Trayner & Wenger-Trayner, 2020) with staff at various stages of transitioning to the Southern Cross Model (SCM) who experience safety, community, and collegiality. This video presentation seeks to extend this space to the wider University community while demonstrating the use of VoiceThread for giving voice and creating community.