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About Project
Indigenous Online Cultural Teaching and Sharing ALTC Grant
Vision
This project is to develop online learning tools to incorporate community Elder, student and staff narratives into a workshop and game environment for cross-cultural learning, focusing on the different responsibilities in Aboriginal society and the impact this has on Aboriginal people. Mainstream students at university will have this material embed in relevant scenarios to learn about cross-cultural issues relevant to their future profession.
- Identify themes important for cross-cultural awareness. This will be based on workshops held with Elders from NSW communities and will initiate curriculum renewal in this area.
- Development of teaching framework across three professional areas for training non-Indigenous students in relevant cross-cultural awareness.
- Identification of experiential categories are considered critical by staff and students for conveying their experiences of modern society in a game format.
- Analysis of structure used for community narrative telling and the success of the interface as a learning tool. This will be carried out when the final repository of stories is used in a combined class, with a questionnaire.
- Human Computer Interaction study of novice users to design the learning tools. This will be extracted from a question and answer based study of students and will expand on previous research
- Presentation of papers on four themes above to Aboriginal Education conferences and computing and education journals and conferences.
- Set up pilot kinship learning site to include the teaching framework, teaching notes that describe how to use the software and how it can link to the overall learning at the 'cultural interface', and an ongoing repository of workshop experiences and feedback.
- Provide embedding system for second learning domain using repository or narratives from a previous collection project and prototype multi-user game.
- Release the website module and game as open-source learning tools designed for the flexible creation of a community narrative and contemporary study of Aboriginal culture.
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Extra sources:
| StakeHolder Engagement | Honouring our strengths - moving forward |
| StakeHolder Engagement | Honouring our strengths - moving forward |
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Abstract: Persistent perceptions of deficit and conflict have characterised and constrained the history of relations between Aboriginal and non-Aboriginal Australians since contact. The success of their saturation is apparent in a continuing approach that presents the response to Aboriginal needs in terms of health and education 'gaps'; 'the Aboriginal problem', 'mainstreaming (making them more like us)' or 'interventions' (and all the lack of ability that such a word implies). Language in programs and the underlying approach to address very real health, economic and social need continues to carry (and replicate) an implicit assumption of deficit and a positioning of the locus of control away from Aboriginal people (i.e. service 'delivery' instead of service 'access'). This paper recognises that an erosive mindset of deficit perceptions of Aboriginality is also being widely adopted by Aboriginal people by ourselves and other Aboriginal people - that if un-discussed will continue to impact on the Aboriginal struggle. This paper will unpack an Aboriginal framework (Engoori) that can reconnect people and reignite authentic community engagement discussions. |
| Author: Lynette |
Author: Reference Group |
This project is a combined initiative of the following Universities:
The stories used on this site were collected as part of the OLT project Creating cultural empathy and challenging attitudes through Indigenous narrative
With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia licence
The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence .
Support for this project/activity has been provided by the Australian Government Office for Learning and Teaching. The views in this project/activity do not necessarily reflect the views of the Office.