Drawing upon practice and research within a university Aboriginal Centre and School of Indigenous Knowledge, this webinar invites attendees to engage with the challenge of over-regulation of learning and teaching in higher education, impacting both the student and the teacher experience. Centering Indigenous relationality allows us to work in ways that return to original methods and pedagogies encouraging knowledge-extension over knowledge-acquisition, and driving innovation, responsiveness, compassion, and flexibility which are key skills for work and citizenry in an uncertain future. Recognising that university systems are inherently settler colonial; we talk through case examples where we have managed to break the system of strict assessment policy and prescriptive pedagogies in favour of a Noongar approach. Evidence from student feedback demonstrates that all students, regardless of background, thrived in a subject that valued Indigenous ontological qualities of interpersonal communication, affect (emotion), learning from – and listening to – Country, and using one’s own learning as a yardstick for success. In this discussion we challenge educators to consider ways that breaking the system might foster impactful, long-lasting, transformational learning to support our future leaders and graduates to address the world’s complex problems.

Presenters: Associate Professor Rebecca Bennett and Associate Professor Bep Uink
Date and times: 11th April 2024   4pm to 5pm (EST) 1pm to 2pm (WST)

REGISTER: https://events.teams.microsoft.com/event/8dda55d1-1b93-4955-8584-b6dba19fe0d3@5a740cd7-5768-4d09-ae13-f706b09fa22c