Class 1 Lecture:
- “Afterwards L1 switches to the present, more precisely to names of electorates and routes still existing today.” (25/08/2015)
- “L1 also adds an example from the local area of the university.” (25/08/2015)
- “As the staff involved in this course felt that an exam does not reflect the type of learning they want to convey, the final assessment will be a reflective one. Thus, personal interests and life experiences can be included in the assignment.” (06/10/2015)
- “She then reads out a poem which connects Yagan to a recent topic in order to depict the attempt to bring colonial freedom fighters into contemporary life.” (13/10/2015)
- “Again, she stresses the significance this has today.” (13/10/2015)
- “L1 now turns to the RAP of the university in order to explain the process and structure of RAPs.” (27/10/2015)
Class 1 Tutorial:
- “It is history but it is still very close.” (27/08/2015)
- “L2 also tells the class that the Institute used to organise bus trips to different important Aboriginal sites for students, and gives examples.” (17/09/2015)
- “[…] she remarks that there has just recently been another unauthorised biography about a famous person.” (29/10/2015)
- “We are to [write down] what we personally could do for reconciliation.” (29/10/2015)
- “So I’d give them some [examples from my own experience] – put their their teaching into context again.”
- “[More structure] may mean that there may be ehm an incident or an event that was relevant to the topic – that ehm it doesn’t allow for that discussion to happen”
- “she told us to go to like Mount X because that’s close by”
- “Just to get the presenter to () explain like elaborate more on like their personal connection with their presentation”
- “And it made like more appreciative and curious and I feel like in Australia and through like specifically this course ehm I have a greater like connection with my own culture.”
- “just show […] just everything that we can do”
- “it has kind of opened my eyes”
Class 2 Lecture:
- “[…] it is very important to understand what happened so that we can move on from there.” (27/08/2015)
- “if you can draw on to a student when discussing these things and bring in their life, into the concept that you’re trying to deal with”
- “If you can place it back into your own world , it’s it’s an easier thing to engage with and to connect on”
- “use that as a () as a connector between ehm an abstract concept and e::hm if I can my lived experience or the students’ lived experience just to ehm place it in to their own world, their own frame, mind set.”
- “But at the same time you’ll hear things that people say and then it might not relate to your understanding, your interpretations and then students have the opportunity to ignore them and hopefully build () their knowledge from something that they understand.”
- “People have things that are more significant to them.”
- “But again at the same time I do try to tell me stories to kind of connect to the abstract concepts with my audience as well.”
- “what I do I think is particularly good for an Indigenous audience in that we draw on the idea of cultural knowledge and background knowledge into your learning.”
- “Whereas in this one you can […] talk to them about things that are more important to you”
- “it’s more real life than just stuff out of a book.”
- “it’s changing who I am as a person”
- “I think () they care more about your personal development than about anything else. It’s about whether the stuff connects with you, whether the information they’re giving you connects rather than () if you get it on a heads level.”
Back to the description of the category “Connection to students’ world”