Teaching through Story Mapping
Teaching Aboriginal culture relies on individual teachers providing their particular perspective, yet cultural education is about providing a community perspective. This paper describes the design process for creating such an online system to share multiple experiences of Aboriginal Culture in New South Wales (NSW), Australia in a coherent and social-constructivist framework. The focus of the material is Aboriginal Kinship systems used for thousands of years in this region. This topic was chosen as the history of conflict through government policy, social inclusion and technology take-up has continually returned to issues of Kinship and cultural knowledge maintenance within respective societies, areas in which Aboriginal and European societies are markedly different. There is a pressing need to improve knowledge of Aboriginal cultural heritage and technology provides a novel means of sharing this understanding. Narratives from Aboriginal communities are used to augment an interactive face-to-face Kinship presentation which has been videoed and will be available as part of the learning material. Using innovative authoring tools, teachers will be able to select Aboriginal people’s narratives that are relevant to their course of study, and map these to a range of scenarios being developed. The scenarios enable students to select ways they relate to the online characters, listen to various narratives, and become aware of their own role in the wider community, in relation to working for or with Aboriginal people.
||Aboriginal, Kinship, Indigenous Knowledge, Cultural Education, Community Narrative
International Journal of Technology, Knowledge and Society, Volume 9, Issue 3, pp.73-84.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 651.606KB).
Research Engineer, Computer Science and Engineering, The University of New South Wales, Sydney, NSW, Australia
Dr. Cat Kutay is a Research Engineer at the University of New South Wales with qualifications in Electrical and Computer Engineering and has been working in Sydney for over ten years developing software for teaching Aboriginal languages and culture and renewable engineering systems. She focuses on teaching resources appropriate to online and blended learning for University engineering and computing courses and school based language-learning programs including support for learning grammar and speech. Her research has included the development of software applications for Computer Supported Collaborative Learning to improve group interactions when learning online based on concepts from traditional relationships and responsibilities. She is also researching teaching approaches and how this affects the method of course delivery online.
Director, Koori Centre, The University of Sydney, Sydney, NSW, Australia
Janet Mooney is an Aboriginal woman from the Yuin nation from the South Coast of New South Wales. She is currently the Academic Leader: Systems and People in the Office of the Deputy Vice-Chancellor: Indigenous Strategy and Services. Prior to this she was the Director of the Koori Centre at the University of Sydney from 1996–2013. She is a well-respected member of the Aboriginal community who is highly regarded as an academic with specialized knowledge in Aboriginal education. She is currently the holder of the OLT Grant for: Indigenous online cultural teaching and sharing. She is a qualitative researcher who specializes in research that makes a difference in educational settings, in particular the effective teaching of Indigenous Australian students, and Indigenous Education and Studies.
Academic Coordinator, Koori Centre, The University of Sydney, Sydney, NSW, Australia
Lynette Riley is an Aboriginal woman from the Wiradjuri and Gamilaroi Nations, she’s a Senior Lecturer at The University of Sydney, in the Office of the Deputy Vice-Chancellor: Indigenous Strategy and Services establishing a National Centre for Cultural Competence. In prior roles Lynette has been the Academic Coordinator for the Koori Centre, at the University of Sydney; the State Director of Aboriginal Education within NSW DET; worked in Western Institute of TAFE as an Aboriginal Development Manager and Dubbo TAFE Campus Manager; established the Oorala Centre at UNE; and been a teacher in primary and high schools. Her focus has been in creating change within systems to improve Aboriginal education in delivery and outcomes for students; understanding the impact of racism; and developing cultural education ensuring people working in Aboriginal affairs have improved knowledges.
Senior Lecturer, Department of Sociology and Social Policy, The University of Sydney, Sydney, NSW, Australia
Dr Deirdre Howard-Wagner is a sociologist and socio-legal scholar. She is currently a Senior Research Fellow in the Department of Sociology and Social Policy at the University of Sydney and holder of an ARC DECRA (2012-2014). Her work on state governmentality and Aboriginal rights is having the greatest impact both internationally and nationally. Her publications are historical and comparative in nature. Her current ARC DECRA project builds on this work, but takes it in new directions via an in-depth case study of Aboriginal service delivery in Newcastle, across the seven COAG Closing the Gap Building Blocks – early childhood, schooling, health, healthy homes, economic participation, community safety and leadership and governance.
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