Aboriginal and Torres Strait Islander approaches to learning

Question 1

Aboriginal and Torres Strait Islander approaches to learning - overview

Answer 1

• For Aboriginal and Torres Strait Islander peoples, like many others, the process of learning is driven by being part of a system of relevant knowledge that supports community needs and is inherently tied to the relationships between teacher and learner
• the interconnected nature of Aboriginal and Torres Strait Islander approaches to learning, including the experience of learning within a multimodal system and the importance of relationships between learners and teachers

Question 2

Overview of general Indigenous community systems

Answer 2

• Indigenous communities in 90 countries, including Australia, have unique and systematic ways of knowing and learning. The worldviews of Indigenous peoples are highly integrated, with each aspect of culture, history, and society interconnected.
• Australia’s First Peoples, the Aboriginal and Torres Strait Islander communities, share this integrated knowledge framework.
• Each community’s system of thinking, doing, and knowing is based on years of shared experiences with their environment.
• Understanding these systems requires time and effort, and learners should engage fully in the learning journey, aiming to grow with the knowledge system rather than just acquiring isolated pieces of information.

Question 3

define Indigenous

Answer 3

First Australians and First Peoples of any country

Question 4

define Aboriginal and Torres Strait Islander peoples

Answer 4

the Australian Indigenous population, which includes Aboriginal peoples, Torres Strait Islander peoples and people who have both Aboriginal and Torres Strait Islander heritage; the term ‘Aboriginal and Torres Strait Islander’ encompasses all three

Question 5

define community

Answer 5

a group of people who live in the same location or who share an interest or characteristic in common, and who interact or have the potential to interact

Question 6

define ways of knowing

Answer 6

methods through which knowledge becomes apparent to us

Question 7

Local, national and global community systems

Answer 7

• Indigenous community systems are ancient and exist on local, national, and global scales.
• Global communities encompass the Indigenous peoples of each country.
• National community systems include specific Indigenous groups like the Maya in Guatemala, the Lakota in the United States, and the Māori in New Zealand.
• Within national communities, smaller local communities have distinct systems for learning, including language, historical stories, decision-making, and skills.
• Indigenous cultures differ from non-Indigenous cultures by integrating learning with daily life, unlike the separation often found in traditional non-Indigenous schools.
• Western culture compartmentalizes knowledge, whereas Indigenous cultures integrate various aspects into one culture, as seen in Indigenous artwork conveying scientific knowledge.
• Each member of a local Indigenous community is responsible for teaching daily life skills and knowledge to the next generation.
• Indigenous and non-Indigenous peoples have different ways of thinking and learning, with potential for collaboration to address sustainability issues through respectful dialogue and reciprocal learning.
• Discussions of Indigenous ways of knowing should begin with the local Aboriginal and Torres Strait Islander community, with an emphasis on avoiding generalizations and verifying understanding against local cultural practices.

Question 8

Sharing knowledge historically

Answer 8

• Knowledge transfer from Indigenous communities to Western communities holds potential but is hindered by historic barriers stemming from colonization and exploitation.
• Rebuilding trust between communities is essential to facilitate the exchange of knowledge.
• Historic research involving Indigenous communities lacked informed consent and often served colonial control purposes, exploiting power differences between researchers and participants.
• Early efforts to understand Australian Indigenous communities focused on classification and labeling rather than respecting Indigenous knowledge systems.
• Culturally insensitive research methodologies perpetuate harmful beliefs about Indigenous peoples as passive objects in need of external assistance.
• The practice of removing First Nations children from their communities during colonization, known as the Stolen Generations, illustrates the damage caused by culturally insensitive research.
• Non-Indigenous Australians must build relationships and acknowledge the complexity of Indigenous ways of knowing to learn and appreciate them effectively.

Question 9

Connection to Country

Answer 9

• “Indigenous ways of knowing” encapsulates the intricate and diverse methods of learning and teaching within Indigenous communities.
• Researchers and communities often make assumptions and generalizations about Indigenous experiences and realities.
• The term “Indigenous ways of knowing” aims to guide exploration of the vast knowledge within Indigenous communities and emphasizes learning through human connections, as well as connections to the natural world.
• Learning and knowing in Indigenous communities are heavily influenced by the specific location of the land, language, protocols, and culture.
• Indigenous ways of knowing vary between First Nations communities but share a deep respect for the ecology and a strong connection to the land, known as “connection to Country.”
• First Nations peoples believe that their actions on the land today affect future generations, emphasizing the importance of respectful interaction with the environment and all living beings.

Question 10

Aboriginal and Torres Strait Islander processes of learning

Answer 10

• another approach to learning, whereby the learner is situated within a system of interconnected knowledge
• For First Nations peoples, learning is not only dependent on the relationships between learner and teacher, but also immersive; learning takes place by seeing, hearing, feeling, and doing.
• What is being learnt is inherently relevant to the way of life for an individual and community, and is connected to time, place, ancestry, and spirit.

Question 11

what does the term ‘kin’ reflect?

Answer 11

The term ‘kin’ reflects a complex system of family and community for First Nations peoples.
- Aboriginal and Torres Strait Islander approaches to learning are shaped by a kinship system, as are other lived experiences (such as social and emotional wellbeing).
- In Aboriginal and Torres Strait Islander communities, learning is not restricted to a classroom with one teacher and multiple students. Instead, learning is relational and interconnected (Harrison et al., 2019), taking place in the community, where family and kin learn from each other.
- Additionally, learning is not broken up into separate subjects with students learning about one thing at a time; instead, the connections between concepts are highlighted and understood, creating a holistic process of learning

Question 12

What is a system of knowledge?

Answer 12

Fundamentally, for Aboriginal and Torres Strait Islander peoples, learning is a process that takes place within complex systems of knowledge and skills are based on interconnected social, physical, and spiritual understandings, and in turn, inform survival and contribute to a strong sense of identity

Question 13

such systems of knowledge…

Answer 13

• Indigenous knowledge systems are developed through communal collaboration and sharing traditional expertise and knowledge, emphasizing learning rooted in relationships between people.
• Cultural factors, such as gender roles and ceremonial practices, shape Indigenous knowledge systems and contribute to the community’s overall understanding.
• Information within Indigenous knowledge systems is highly relevant to day-to-day living and survival.
• Spiritual and ancestral knowledge, such as Dreaming stories in Aboriginal and Torres Strait Islander cultures, is integral to Indigenous knowledge systems, transmitting vital values, traditions, and laws.
• Indigenous knowledge is interconnected, encompassing various aspects of a subject simultaneously, such as hunting techniques and ecological relationships.
• Indigenous knowledge is patterned on Country, integrating geographical boundaries with spiritual, emotional, and intellectual connections. Learning within Indigenous communities is deeply tied to the specific place or Country relevant to the knowledge being acquired.

Question 14

define country

Answer 14

traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional, and intellectual connections to and within it

Question 15

What is meant by multimodal?

Answer 15

Aboriginal and Torres Strait Islander approaches to learning are multimodal by nature, meaning that they use a variety of methods

• Aboriginal learning prioritizes the “how” over the “what” in knowledge systems, skills, and constructs.
• The 8 Ways of knowing framework comprises eight interconnected ideas, including storytelling, planning, thinking and doing, drawing, outdoor learning, innovation, observation, and sharing.
• These ideas collaboratively contribute to the learning process, emphasizing holistic and interconnected approaches to knowledge acquisition.

Question 16

Story sharing: learning/knowing through narrative

Answer 16

• Indigenous learning involves continual sharing of stories, including those conveyed through song, and connecting through personal narratives spanning past, present, and future, known as ‘yarning’.
• Yarning is a traditional method within First Nations culture for gaining knowledge and learning, emphasizing real-world experiences over print-based text and screens.
• Stories shared through yarning sessions are intended to be repeatedly used, expressed, and integrated into everyday conversations to facilitate learning.
• Storytelling is not only about speaking but also about active listening to Elders, community members, and individual stories, highlighting the importance of listening within Indigenous learning practices.

Question 17

Learning maps: visualising and mapping processes

Answer 17

• This system of learning takes place by creating learning maps – a process of picturing a pathway and creating a deliberate visual plan for learners to follow.
• It usually follows a story and will be a discussion-based procedure to create the map, to indicate the direction to take in that learning sequence.
• Images are at the forefront of these plans and make up most of the maps.
• For example, maps could be created for curriculum plans at schools, directions to a location, plans for a family’s future or even to tell a story.

Question 18

Non-verbal: see, think, act, create, move without words

Answer 18

• This system of learning is said to take place by using non-verbal kinaesthetic approaches; people see, think, act, mime, make and share without words.
• Instead, they use dance, facial expressions, gestures and kinaesthetic skills to help them to think and learn.
• It is important for learning that these skills are used repeatedly, to frequently use similar rhythms, tones or movements.
• For example, a dance could be created and performed to help learn about the way in which animals grow and develop in the wild.

Question 19

Symbols and images: understanding concepts through art and metaphor

Answer 19

• This system of learning is said to be kept and shared through symbols and images in the form of art and drawings.
• The images and drawings are central to the learning and can be a way of communicating without drawing too.
• Some drawings can take moments to create; others can take days.
• Some drawings can be simple, others complex. Some drawings only exist for a few moments, before being rubbed out and never drawn again; these drawing are only for those people at that time to understand and know.
• For example, drawings might be made in the sand to have a conversation with someone and share their experience on a recent exploration.

Question 20

Land links: place-based learning

Answer 20

• This system of learning is said to take place when land links are made with nature.
• Ecological and place-based learning is drawn from the living landscape within a framework of profound ancestral and personal relationships with place.

Question 21

define place-based learning

Answer 21

learning drawn from the landscape with profound connections to ancestral and personal relationships with place

Question 22

define learning maps

Answer 22

images or visuals used to map out processes for learners

Question 23

Non-linear: indirect, innovative and interdisciplinary approaches

Answer 23

• In non-linear learning, there are different phases of learning that can be learned in the order that best suits that moment.
• The learner puts different ideas together and creates new knowledge – producing original thoughts and understanding by lateral cognitive processing.
• For example, when learning about grammar in an
  English class, the learners may share jokes about grammar, practise writing grammar, sing a song about grammar, discuss the complexities about grammar, discuss the history of the grammar, then share some more jokes about the culture of grammar, before the deeper discussion around the meaning of grammar.
• The grammar lesson has an indirect, innovative and interdisciplinary approach to learning.

Question 24

Deconstruct/reconstruct: modelling and scaffolding

Answer 24

• This way of learning takes place when the learner looks at a whole process of a concept before looking at parts in detail.
• Learners may watch a complete process to understand its purpose and what it produces, and only then learn individual steps or skills that make it up.

Question 25

Community links: connecting learning to local values and needs

Answer 25

• Indigenous learning occurs when individuals acquire new knowledge to benefit their community, known as their ‘mob’.
• This knowledge is rooted in local perspectives and serves to enhance the well-being of the community, providing learners with a sense of purpose and connection.
• By contributing to the growth of the community, learners cultivate teams for future learning opportunities.
• For example, students may conduct a research project on a local lake’s significance and share their findings at school assemblies, fostering community engagement.
• Additionally, learners may learn and perform songs about the lake at local festivals, further disseminating knowledge and strengthening community bonds.

Question 26

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

Answer 26

• Relationships between concepts
• Relationships between learner and teacher
• Relationships between individuals, families, and communities
• Relationships between all of the above and Country

Question 27

Learning embedded in relationships

Answer 27

• Indigenous knowledge is deeply interconnected within complex systems and embedded within Country, involving holistic learning that understands the relationships between things, living beings, and spirituality.
• Aboriginal and Torres Strait Islander peoples recognize the interconnectedness of human beings with each other, the past, ancestors, and the natural world, guiding the purpose of learning to share cultural and survival knowledge for cultural continuity and environmental protection.
• Learning in First Nations communities is family-based, intergenerational, and begins with the relationship between teacher and learner, emphasizing trust and understanding connections between people.
• Respect is shown by referring to older individuals as Aunty or Uncle, reflecting familial and community importance, with Elders playing key roles in knowledge sharing and decision-making.
• In Aboriginal and Torres Strait Islander communities, teachers and knowledge-holders include Elders, Aunties, and Uncles, who facilitate learning of culture, values, and skills.
• Learning environments prioritize building familiarity and trust, traditionally through familial interactions and relationships spanning generations, or in other contexts such as school, through teachers ensuring students know and trust them.