https://nova.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:38471 Wed 29 Sep 2021 09:45:54 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32938 Wed 17 Mar 2021 19:13:55 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32864 Wed 17 Mar 2021 19:09:40 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:40822 Wed 13 Mar 2024 08:47:44 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:39258 Tue 31 May 2022 10:56:19 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:35662 Yearning to Yarn explores ways to enable rural health professional educators and professional staff to ‘teach for equity’ when engaging with Aboriginal health profession students. The project uses Aboriginal and Torres Strait Islander ‘ways of knowing and learning’ as research methods in the form of ‘Aboriginal Standpoints’, including traditional language, oral narratives, lived experiences, art and artefact making. In-depth understanding and appreciation of ‘Aboriginal Standpoints’ through ‘yarning’ as a method of inquiry has been integral to adding to the educators’ understanding of teaching for equity. Yunkaporta (2009) defines yarning as a dialogue, meeting or discussion. It should be acknowledged that yarning can vary depending on the individual context and Aboriginal community involved. Through yarning, this project established a deeper appreciation of the importance Aboriginal students’ cultural, social and emotional experiences can have on teaching practice and Aboriginal student perceptions of the higher education environment. Methodological approaches of collaborative dialogical inquiry and appreciative inquiry were used in a complementary way with Aboriginal Standpoints to grapple with higher education student and educator experiences and perceptions of each other to bring about new ways of knowing and learning. Yearning to Yarn has established that integrating new ways of knowing and learning in teaching practice, such as a deeper understanding of the Aboriginal cultural notions of yarning, is not straightforward (in literature and from the conversation). However, it is integral to constructing an understanding of the Aboriginal student’s experience in higher education. Yearning to Yarn explores barriers to equity and inclusivity in higher education with the potential perception that Aboriginal Standpoints are introduced as the antithesis of Western organisational efficiency. Aboriginal Standpoints required us to consider “What makes it what it is for us?” and “How can we create space and time for it?” within broader institutional higher educational structures as an accepted practice in teaching and policy development. Yearning to Yarn enabled us to ask constructive questions of institutional thinking on inclusive and equity teaching principles embedded in policy to explore the question “what happens next?” – concerning yarning policy off the bookshelf, moving from policy to praxis and seeking the embodiment of the intentions behind institutional policy on equity and inclusivity. Moving forward, Yearning to Yarn identified scope for educators to ‘grapple’ with implications of Aboriginal standpoints for teaching for equity and explore the implications of such grappling for being: responsive to Aboriginal students’ personal situations and mindful of their cultural considerations, to transform educational practice for teaching for equity.]]> Thu 18 Mar 2021 10:16:26 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:33295 Teaching Inclusively: Changing Pedagogical Spaces is a continuing professional development (CPD) resource that addresses the challenges raised by a changing HE landscape, such as how teaching might be developed to provide better support to diverse students in twenty-first century university contexts. It points to the significant ways that pedagogical practices can contribute to widening participation, equity and inclusion. It is designed for lecturers, academic developers, senior managers, WP directors and policy makers to critically reflect on the complex processes in which inequalities and exclusions might be reproduced, albeit unwittingly, through HE teaching and learning practices.]]> Thu 18 Mar 2021 09:59:49 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32947 Thu 18 Mar 2021 09:58:03 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32946 Thu 18 Mar 2021 09:56:27 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32940 Thu 18 Mar 2021 08:57:17 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32939 Thu 18 Mar 2021 08:54:28 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:38557 Thu 04 Nov 2021 09:43:59 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:39760 Mon 27 Jun 2022 18:28:59 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:37704 Mon 22 Mar 2021 13:56:13 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:55202 Mon 13 May 2024 14:45:56 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:54084 Mon 05 Feb 2024 11:19:25 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:54649 Fri 08 Mar 2024 13:11:43 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:54085 Fri 02 Feb 2024 15:04:10 AEDT ]]>