Presenter: Kirsten Locke
Co-presenter(s): Kelly Jackson-Nash
Faculty / Division: Faculty of Arts and Education
School / Unit: SIAS
Session Type: Quick Talk
Session Number: 8
When: Thursday 17th November at 11:15 am
Zoom link: https://charlessturt.zoom.us/j/68700750649?pwd=b1RIa3JTcGxCU3Rtemx5d3owcUF0Zz09 Passcode: 124754
Abstract: The School of Indigenous Australian Studies maintains an ongoing purposeful and collaborative approach that recognises, respects, and values the skills and expertise of sessional staff. Collaboration that leads to transformative practice requires more than just a structure according to Hargreaves & O’Connor, it must be “rooted in positive and trusting relationships” grounded by “pride and humility”: to have confidence in our own expertise and the humility to recognise our limitations and be open to learning from others (2018, p. xv). Sessional and non-sessional staff value continuous improvement and reflection. In a practical sense, much of the tangible work is done in an Organisation site in the LMS which provides an accessible and shared collaborative space. This is critical in our large foundation subjects with annual enrolments of over 2500 students and 30 teaching/marking staff. This hub is a transparent space to share and develop understandings about the application of Indigenist Standpoint Pedagogy (Phillips, 2019) to our teaching and for reflection in university processes such as QUASAR. References Hargreaves, A. and O’Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. SAGE Publications. Phillips, J. (2019). Indigenous Australian studies, Indigenist standpoint pedagogy, and student resistance. In G. Noblit (Ed.), Oxford research encyclopedia of Education (pp. 1-24). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.257
