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Researching the impact of Jindaola: An Aboriginal way towards curriculum reconciliation

Wednesday 3 July: 5:30pm – 7:00pm, poster session



Jade Kennedy
University of Wollongong, Australia 

Julia Avena
University of Wollongong, Australia

Alisa Percy
University of Wollongong, Australia

Janine Delahunty
University of Wollongong, Australia

Kathryn Harden-Thew
University of Wollongong, Australia

Lisa Thomas
University of Wollongong, Australia



This poster extends the conversation that began at the 2018 HERDSA Conference where the Jindaola program methodology was first disseminated. The poster will illustrate the approach, describe the research methodology and outline the preliminary outcomes of the research. As a program designed to embed Indigenous Knowledges and perspectives into curricula, emphasis will be given to explaining how the program uses an Aboriginal methodology to take interdisciplinary faculty teams and units on an experiential learning journey on country to transform their understanding of what it means to know in Aboriginal ways. The intention is to slowly decolonise their thinking so they are more prepared to engage openly and authentically in dialogue with Aboriginal community, and to begin to build knowledge-based relationships between their own expertise and the relevant Aboriginal Knowledges. In this way, Jindaola represents a unique intersection between professional learning, cross-cultural capability and curriculum development. In less than 24 months, Jindaola has had 3 grant rounds with 8 groups representing 15 disciplines and units, involving 77 participants, and potentially impacting over 4000 students enrolled in their subjects. The poster will also outline the qualitative research methodology that includes participant interview analysis using the Value Creation Framework (Wenger, Trayner & de Laat, 2011) to analyse the impact of social learning processes on the participants, their practices and the organisation. These findings suggest a range of tangible and intangible benefits of taking such an approach towards what we have termed curriculum reconciliation.


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