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Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
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Transformative Teaching

Focus on Pedagogy 2022
Working with First Australians
H. Skates & C. Brook

Abstract

Griffith University South Bank, Nathan and Mount Gravatt campuses are situated on the land of the Yugarabul, Yuggera, Jagera and Turrbal peoples. Logan campus is situated on the land of the Yuggera, Turrbal, Yugarabul, Jagera and Yugambeh peoples. The Gold Coast campus is situated on the land of the Yugambeh/Kombumerri peoples. We begin by acknowledging the traditional custodians of the land on which we work & live – the Jagera, Turrbal, Yugarabul & Yuggera, & Yugambeh/Kombumerri Ngarang-wal peoples & their elders past, present, & emerging and extend that respect to all Aboriginal and Torres Strait Islander people. Griffith University has six graduate attributes, one of which is that our graduates should be “culturally capable when working with First Australians” but this attribute was not being consistently nurtured. This paper reports on the transformative journey from inception, through development and introduction of a teaching unit that aims to provide the key knowledge and requirements for developing this graduate attribute for working in professional contexts. Rightly or wrongly, the approach we have adopted is a western, open literature-based approach, with the inclusion of oral recordings where these were available in the public domain. The course is designed around 5 modules delivered using the Canvas Learning Management System. These are; First Australians Identity, First Australians Culture, First Australians History, First Australians Vision and Achievements, and Working with First Australians. We started off thinking that we would cover the important parts only for each section, however we have come to realise that everything we have discovered is important, and that this teaching unit is only just scratching the surface. We have found the history section particularly harrowing and incredibly challenging to our western sense of entitlement and rightness. Initial student feedback is promising, but in reality, the transformation has only just begun.

Biography

Dr Henry Skates is a graduate of Dundee University. He is currently a senior lecturer at Griffith University, an architect, researcher and educator specialising in sustainable human-centric environments. His background is in research informed architectural practice. He has taught internationally and has previously held two research fellowships; The BRANZ Research Fellow (Building Research Association of New Zealand) at Victoria University of Wellington and a Japanese Science and Technology Agency (STA) Research Fellowship at the Japanese Building Research Institute.

C. Brook – My public school primary education gave the traditional western version of events and attitude to First Nation people and the subject was rarely discussed in the family. It took until my late 20s to start to become aware of the variety of opinions around First Nation people and learn some of the issues, problems and challenges that they face. I studied at the University of Sydney before undertaking architecture at Griffith. When the First Nations learning unit was proposed, I was excited to broaden my knowledge and become more ‘culturally capable’, as not even knowing where to start the journey can be daunting for a non-indigenous person.