According to Burgess, “[e]nacting the pedagogical relationship must occur in a respectful non-threatening environment in ways that invite critical analysis and reinterpretation in order to avoid the potentially harmful aspects of such a relationship.” (2016: 115). The Aboriginal Studies classes fulfil this condition on both the physical and the psychological level.

Most classes provided by the institute take place in a special building whose impact on the atmosphere is described by S2:

“I think with the Institute, I think it’s a completely different learning environment. As such. I think you walk in there and it really is a cultural place and you could pretty much approach anybody and that would be ok. And the way they have barbecues and the way they have all that free food that you and I are too afraid to go down (to from upstairs). Cause that’s so different. From you and I and what we’re used to.” (Interview with S2)

Although S2 claims that she is unwilling to take some of the free food because this does not connect to her habits and cultural background, she stills feels safe and comfortable in this unfamiliar space. This becomes evident through her impression that she is welcome to approach anyone if she needed help.

On a psychological level, the lecturers and tutors create a positive atmosphere through friendly interaction with the students. L2, for example, praises every student after their presentation for aspects such as their definitions or resources (e.g. Class 1: Tutorial 29/10/2015) and L3 does not show any annoyance when he is continuously interrupted by late-arriving students but “welcomes them with a nice word” (Class 2: Lecture 27/08/2015).

Even towards mistakes L2 has a positive attitude. “‘I also make mistakes’, she says, correcting herself immediately: ‘I also have learning experiences’” (Class 1: Tutorial 29/10/2015). By declaring mistakes as part of and beneficial for the learning process, L2 tries to make the environment even safer for student to risk an attempt. How much importance she really ascribes to this positivity, reveals the following quote:

“I think the biggest issues that I have with teaching is that when students are doing a presentation if they’re presenting the wrong information I am in dilemma whether to shame them – which is an Aboriginal expression, to shame them – and say ‘oh you’re wrong’ […] or just to let it go and talk to them later. But they’ve told the whole class some wrong information […] In one particular class here I did actually pull a student up and I think I did it nicely that ‘oh hang on a minute’ and […] hopefully the student understands that it’s important that you do get the right information” (Interview with L2)

Feeling highly uncomfortable with threatening the positive learning environment and diminishing the student’s confidence, she tries to point out mistakes as nicely as possible. This is in keeping with Butler’s notion that students should “not feel that they will be under attack for speaking” (2009: 71) if they are to be encouraged to participate actively.

Another aspect which would diminish the positive atmosphere of safety in the class would be the inclusion of judgement, negative viewpoints and accusations. Thus, Burridge recommends teaching a “positive history” (2011: 168). Although this is very difficult when talking about extremely negative topics such as the Stolen Generations, L3 still tries to avoid entirely negative accounts and judgment, as can be seen in this example:

“The next part of the lecture treats a specific case in which the Commonwealth was challenged for removing a child from its parents. […]While talking about claims and evidence, he catches himself frequently saying “but” and explains that he does not want to judge anything as right or wrong but that the word “but” will come up very often. […] At the end of the lecture, L3 apologises for painting such a dark picture of history but adds that it is very important to understand what happened so that we can move on from there. He also repeats that he is always trying to avoid any judgement.” (Class 2: Lecture 27/08/2015)

By emphasising that he does not want to present the students with any outward judgment from his side, he allows them to form their own opinion. Due to their non-Aboriginal cultural and social background, the majority of the class objectively stands on the opposite side from L3 in this debate. Offering them a ready-made, negatively judgmental account of the events might make them feel threatened. As a positive learning environment, however, according to Donovan, is essential “to allow the students to have some control over their learning and become empowered in their learning process” (2009: 104), feeling threatened might hinder them to actively form their own opinion. Trying to maintain a feeling of a non-judgmental, safe space, in turn is beneficial.

To put it in a nutshell, the positive atmosphere which is needed to create a beneficial relationship between students and teachers is established on a physical as well as a psychological level and maintained even in critical situation to avoid threats and encourage independent learning.

To move on to the ne section of the analysis which discusses the idea of students, tutors and lecturers as peers, please click here.

To return to the overview over the second part of the analysis, please click here.

(Also see the categories “Relationship“, “Non-judgmental attitude“, “Positive learning environment” and “Independent learning“)