Study Dot Point: approaches to learning that situate the learner within a system, as illustrated by Aboriginal and Torres Strait Islander ways of knowing where learning is viewed as being embedded in relationships where the learner is part of a multimodal system of knowledge patterned on Country.

Introduction to this KKDP

It is estimated that there are more than 370 million indigenous people spread across 70 countries worldwide. Practicing unique traditions, they retain social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live. Spread across the world from the Arctic to the South Pacific, they are the descendants of those who inhabited a country or a geographical region at the time when people of different cultures or ethnic origins arrived. The new arrivals later became dominant through conquest, occupation, settlement or other means. 

Aboriginal and Torres Strait Islander Peoples’ Ways of Knowing

Broad commonalties in ‘ways of knowing’ shared between distinct Aboriginal and Torres Strait Islander language groups (clans): 

• Connected to the landscape 

• Relational 

• Spiritual and based on deep connection to ancestral knowledge 

• Holistic/wholistic 

• Oral cultures (traditionally) 

However, always recognise the diversity between groups and contextualise examples in relation to local expressions and contemporary expressions. 

• There are some broad generalities across the various Indigenous cultures of the world, but also great diversity

• Aboriginal and Torres Strait Islander peoples’ ways of knowing are a distinct group of Indigenous oral cultures. 

Check out this Map of Indigenous Australia - How many countries do you see? 

https://aiatsis.gov.au/explore/map-indigenous-australia 

Learning is multimodal by nature, meaning that they use a variety of methods

Multimodal = using a variety of methods 

How is Learning Embedded in Relationships?

The process of learning for Australia’s First Nations is deeply embedded in relationships. 

Theses include:

• Relationships between concepts.

• Relationships between learner and teacher.

• Relationships between individuals, families, and communities.

• Relationships between all of the above and Country

Throughout this lesson so far, you have read about the relationality (everything relating to each other) of Indigenous learning systems. In other words, you have learnt that different knowledge is deeply interconnected within complex systems and that learning is embedded within Country. In this way, learning is holistic and involves understanding the relationships between things, living beings, spirituality, and how they all interconnect with each other. 

Additionally, Aboriginal and Torres Strait Islander peoples understand that human beings are interconnected with each other, the past, the ancestors, and the natural world, all at once. This is reflected in the very purpose of learning for Aboriginal communities, which is to remember and share cultural and survival knowledge to maintain cultural continuity and to protect complex ecosystems and biodiversity. Through the establishment and maintenance of these holistic systems of knowledge and learning, First Nations communities have thrived for millennia. 

EIGHT WAYS OF LEARNING 

- demonstrates how learning for Aboriginal and Torres Strait Islanders is multimodal.

Story-sharing: Learning takes place through narrative and story-sharing.

Learning maps: Planning and visualising processes and knowledge.

Non-verbal Sharing: knowledge through non-verbal means, including dance, art, and observation.

Symbols and images: Learning through images, symbols, and metaphors.

Land links: Learning and knowledge are inherently linked to nature, land, and Country.

Non-linear: Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings.

Deconstruct/ Reconstruct: Breaking down a concept from whole to parts, and then applying it. Knowledge or skills are demonstrated (modelled - observational learning), and then a learner is guided through each part in turn. Learners engage by watching and then doing. 

Community links: Connecting learning to local values, needs, and knowledge. Learning does not occur in a vacuum, but rather is shared with others and used to meet the needs of the community. 

EXAMPLE OF WAYS OF KNOWING: 

Lets look at a scenrio that encapsulates the ways of knowing and its multimodal approach

Imagine a scenario in a remote Aboriginal community located in the Kimberley region of Western Australia, where the local Yawuru people are preparing for an annual cultural festival. This festival is a vibrant celebration of Yawuru culture, and a significant part of the event is dedicated to teaching younger generations about their heritage, environment, and traditional practices through a holistic and multimodal approach to learning, reflecting Aboriginal and Torres Strait Islander ways of knowing.

PREPARATION PHASE

In the weeks leading up to the festival, elders of the Yawuru community organize a series of workshops for the youth. These workshops are designed around the concept of "Learning on Country," where the natural environment serves as a classroom. One such workshop is focused on traditional fishing techniques, crucial for both sustenance and cultural practices.

LEARNING ON COUNTRY

Elders take small groups of young people to the mangroves at low tide, where they share knowledge about the tidal patterns, moon phases, and how these influence the best times for fishing, demonstrating the interconnectedness of environmental knowledge and cultural practices. This experience not only teaches practical skills but also instills a deep respect for the land and sea, illustrating the holistic aspect of their learning.

STORYTELLING AND DANCE

In the evenings, the community gathers around fires where elders share stories of the Dreamtime, explaining the creation of the land, the sea, and the significance of various animal totems to the Yawuru people. These stories are accompanied by traditional dances that visually represent the narratives, incorporating symbols and non-verbal cues that reinforce the oral teachings. This combination of storytelling and dance exemplifies the multimodal nature of knowledge transmission, engaging learners through auditory, visual, and kinaesthetic means.

ART AND SYMBOLISM

Leading up to the festival, another workshop involves the creation of traditional artworks, using natural ochres found in the country. Elders explain the meanings behind various symbols and how they represent stories, laws, and connections to Country. Participants then create their own pieces, expressing their individual connections to the stories and knowledge shared. This activity highlights the use of symbols and images as another modality of learning and knowledge preservation.

COMMUNITY INVOLVEMENT

On the day of the festival, the entire community, including visitors, is invited to participate in ceremonies that begin with a Welcome to Country, acknowledging the ancestral spirits and the traditional owners of the land. The young people, having learned traditional dances, songs, and stories, perform these in front of the community, showcasing their newly acquired knowledge and skills. This communal aspect of the festival emphasizes the importance of relationships in learning processes, connecting individual, family, and community in a shared experience.

HOLISTIC AND MULTIMODAL LEARNING OUTCOMES

Through these experiences, young Yawuru people learn not only about their cultural identity and heritage but also about environmental stewardship, community responsibilities, and the importance of sustaining their cultural practices. The holistic approach is evident in the integration of spiritual, environmental, and communal knowledge, while the multimodal aspect is reflected in the diverse methods of teaching and learning employed—spanning oral storytelling, practical engagement with Country, dance, art, and communal ceremonies.

This scenario showcases how Aboriginal and Torres Strait Islander ways of knowing and learning are used to pass on knowledge in a manner that is both holistic and multimodal, ensuring that cultural traditions and environmental stewardship are carried forward to future generations.