Some Preliminary Findings about the 'The Learning Journey’ in SCS 130 Introduction to Indigenous Australia

Issues of racism and intercultural relations are central to contemporary Australia. However, how to best equip undergraduates to work effectively across differences is relatively under-researched. Most Australian research concerning Indigenous Australians and other Culturally and Linguistically Diverse groups addresses attitudes and attitude change, strategies to foster improved communication and combat prejudice. Yet there is little pedagogical research into university courses designed to inform students about Indigenous issues and to promote positive attitudes. The learning and teaching research project, Undergraduate Teaching and Learning about Indigenous Australia: Reconciliation in Action, commenced in July 2010 to address this gap. Using a case study approach over four semesters, it is investigating the effectiveness of the current learning and teaching content and strategies of SCS130 Introduction to Indigenous Australia. This presentation will focus on the preliminary findings of teaching experiences of the course. In particular, it will explore three main themes from the emerging data in this area. Firstly, how the start of the learning journey in SCS 130 encounters a mixture of student resistance, racism and romanticism which present pedagogical challenges. Secondly, how teaching staff typically view this stage as an opportunity for change to develop critical understanding and professional literacy. Thirdly how confidence in the curriculum content and teaching strategies, enable many of these challenges to be addressed successfully. Finally, the presentation will critically consider how completing the learning journey in courses like SCS 130 can culminate in students’ commitment to reconciliation between Indigenous and non-Indigenous Australians and build their capacity as graduates to effectively and ethically engage with Indigenous people