“It’s like my favourite class ever” (Interview with S1)

“This course is amazing. And I can really see myself sticking with it and going through with it and just loving every subject and looking forward to what I’m doing and enjoying talking about it” (Interview with S2)

“This is fairly one of my favourite classes that I’ve taken.” (Interview with S3)

The student feedback on the two Aboriginal Studies Classes at the Institute is overwhelmingly positive. Such enthusiasm and such an extremely positive reaction to any class are rather unusual among tertiary students. This raises the question: What makes these two classes so successful?

Generally, one could say that in order to become someone’s favourite class, the lessons need to be interesting and enjoyable. Both of these features apply to the classes in question, as S2’s statement “I think it is because it’s more interesting” (Interview with S2) and the quotes in the category ‘Fun’ prove. It goes without saying that likings and opinions on what is particularly interesting or enjoyable differ. According to Craven et al., however, students are more likely to show great interest if they “see a reason (purpose) for the learning” (2011: 292). Or in other words: The content needs to have a certain connection to and relevance for them.

In the two Aboriginal Studies classes examined, the relevance of the knowledge for the students is increased through two main methods:

1) by connecting the content to the students’ world
Establishing a connection between the content of a class and the students’ world is the key to making a class relevant and is realised in three different ways. (Please click here to read more.)

2) by establishing a relationship between students and their lecturers and tutors
By building relationships with the students, lecturers and tutors can “improve their educational experiences and outcomes” (Burgess 2016: 109). In the Aboriginal Studies classes, three aspects facilitate and relate to the establishment of such a pedagogical relationship. (Please click here to read more.)

As the educator Peter Sjoquist emphasises in Craven’s guidebook Teaching Aboriginal Studies, education is for no one else but the students (2011: 313). Thus, it should also be student-centred and connect with them. The lecturers and tutors in the Aboriginal Studies classes achieve the best outcome in terms of student interest and engagement because they use all the resources and tools available to them – from the university’s local area, to audiovisual material, to their own or the students’ cultural background and lived experience, to pedagogical relationships. They see the diverse student population with numerous interests and likings as an opportunity to engage with rather than an obstacle.