The Benefits of in Country Experiences at the Tertiary Level

Dolan, L; Hill, B; Harris, J; Lewis, MJ; William Stenlake, B

The Benefits of in Country Experiences at the Tertiary Level

Dolan, L Hill, B Harris, J Lewis, MJ William Stenlake, B

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Teaching Aboriginal Cultural Competence, 2020, pp. 37-48
Issue Date:: 2020-11-12

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Field	Value	Language
dc.contributor.author	Dolan, L
dc.contributor.author	Hill, B
dc.contributor.author	Harris, J
dc.contributor.author	Lewis, MJ
dc.contributor.author	William Stenlake, B
dc.date.accessioned	2023-01-06T03:33:54Z
dc.date.available	2023-01-06T03:33:54Z
dc.date.issued	2020-11-12
dc.identifier.citation	Teaching Aboriginal Cultural Competence, 2020, pp. 37-48
dc.identifier.isbn	978-981-15-7200-5
dc.identifier.uri	http://hdl.handle.net/10453/164742
dc.description.abstract	This chapter explores the notions of connection to Country and culture from both Wiradyuri and non-Wiradyuri perspectives. It also explores how immersion in Country—in Wiradyuri Country and Ngiyeempaa Country—can be an educative tool that is both powerful and empowering but also comes with certain risks. This chapter is marked by multiple voices, opinions and viewpoints which honour the unique perspectives and experiences of each person. This polyvocal approach (Pithouse-Morgan et al., 2015; Thimm, Chaudhuri, & Mahler, 2017; Tobin & Davidson, 1990) provides an opportunity for individual reflections both personally and professionally on what the authors feel learning in country can bring to the academe as a key aspect in building meaningful relationships with First Nations people.
dc.format.extent	17
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Teaching Aboriginal Cultural Competence
dc.relation.isbasedon	10.1007/978-981-15-7201-2_4
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The Benefits of in Country Experiences at the Tertiary Level
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-06T03:33:50Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
dc.location	Switzerland

Abstract:

This chapter explores the notions of connection to Country and culture from both Wiradyuri and non-Wiradyuri perspectives. It also explores how immersion in Country—in Wiradyuri Country and Ngiyeempaa Country—can be an educative tool that is both powerful and empowering but also comes with certain risks. This chapter is marked by multiple voices, opinions and viewpoints which honour the unique perspectives and experiences of each person. This polyvocal approach (Pithouse-Morgan et al., 2015; Thimm, Chaudhuri, & Mahler, 2017; Tobin & Davidson, 1990) provides an opportunity for individual reflections both personally and professionally on what the authors feel learning in country can bring to the academe as a key aspect in building meaningful relationships with First Nations people.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/164742