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Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies

Grogan, Justine ; Hollinsworth, David ; Carter, Jennifer

The Australian journal of indigenous education, 2021-08, Vol.50 (1), p.38-46 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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Título:
Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies
Autor: Grogan, Justine ; Hollinsworth, David ; Carter, Jennifer
Assuntos: Aboriginal knowledge ; Aboriginal peoples ; Allied health occupations education ; Cultural Awareness ; Cultural competence ; Culturally Relevant Education ; Curricula ; Digital storytelling ; Educational Policy ; Emotional response ; Empathy ; Feedback ; Foreign Countries ; Health personnel ; Higher Education ; Indigenous Knowledge ; Indigenous knowledges ; Indigenous Populations ; Indigenous studies ; Instructional Effectiveness ; Native peoples ; pedagogy ; Story Telling ; Teaching methods ; Technology Uses in Education ; Torres Strait Islander knowledge ; Torres Strait Islanders ; University curriculum ; video ; Video Technology
É parte de: The Australian journal of indigenous education, 2021-08, Vol.50 (1), p.38-46
Notas: Refereed article. Includes bibliographical references.
Australian Journal of Indigenous Education; v.50 n.1 p.38-46; August 2021
Descrição: Australian higher education policy espouses the need to expose students to Indigenous knowledges, cultures and pedagogies by embedding appropriate content into the curriculum. One way to overcome the challenges of guest speakers, lack of capacity and a crowded curriculum is to use digital materials regularly during lectures and tutorials. Videos have been shown to create empathy and emotional connection between students and the storyteller. The Voices project consisted of 12 semi-structured conversations with local Indigenous people covering a range of topics, each of which was edited for particular topics and courses to avoid student resistance to difficult material and avoid homogenous representations of Indigenous peoples. The edited video clips were shown in class and evaluated. This research reports on formal anonymous student feedback on teaching, questionnaire responses from 115 students and 10 in-depth interviews. Findings include the authenticity, emotional connection and empathy the storytellers provide, and the need for cultural courage to reflect on one's own positionality and privilege. We argue that digital storytelling is an effective pedagogy that also engages the community and helps further the higher education agenda for culturally inclusive knowledges and perspectives.
Editor: Cambridge, UK: Cambridge University Press
Idioma: Inglês;Africâner

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Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies

Grogan, Justine ; Hollinsworth, David ; Carter, Jennifer

Cambridge, UK: Cambridge University Press

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