Duncan Robinson, School of Social Sciences, CALE
Robyn Moore, School of Medicine & School of Social Sciences, CoHM
The teaching of Aboriginal and Torres Strait Islander learning content requires a delicate balance of challenging non-Indigenous students and simultaneously holding safe spaces for Aboriginal and Torres Strait Islander students. Indigenous Lifeworlds: Sovereignty, Justice, and Society has developed a Yarning model where students are invited to join optional sessions where learning content is discussed. A critical aspect of the Yarning sessions is the collaborative approach between an Aboriginal and non-Aboriginal team looking to navigate the above balance. The use of Yarning in this learning acknowledges Aboriginal methods and foregrounds a two-way relationship (Singh & Major, 2017) based on reciprocity and respect (Bennett et al., 2011). Therefore, the Yarning sessions are about a shared dialogue: where sharing one's own stories and reflections (Lin et al., 2014, 2016) promotes a mutual and reciprocal relationship (Green et al., 2016). The Yarning spaces are purposely designed to be culturally safe for Aboriginal and Torres Strait Islander students yet are also about supporting non-Indigenous students as they are encouraged to sit with discomfort and expand their comfort zones. Critically, discomfort in these learning environments is useful pedagogically (Gill, 2022; McDermott, 2012). Therefore, the teaching team are looking at how a 'brave space' can be active in a way that creates dialogue within a social justice framework and values voices within the learning environment (Brazill & Ruff, 2022). Collaborative teaching practice in these learning environments is crucial as it promotes discussion rather than being extractive: and foregrounds a cultural safety for Aboriginal and Torres Strait Islander peoples.
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