Class 1 Lecture:

• “She shows several examples, describes them, points out aspects she sees as particularly interesting.” (25/08/2015)
• “She then presents the view of three people from public life on Aboriginal policies by quoting them directly.” (25/08/2015)
• “gives examples of opinions of some of the teachers she met in this frame.” (01/09/2015)
• “She first gives some information about ideas of housing and the Aboriginal housing situation.” (06/10/2015)
• “[…] she tells the students to watch the two videos presenting opinions about this topic at home […]” (06/10/2015)
• “It is an artwork done by school children, she explains, and what she loves about it is that the people on it have really weird feet and no noses.” (27/10/2015)
• “[…] L1 answers, adding her own assumptions where she is not sure.” (27/10/2015)
• “Something else which is worth noticing, she says […]” (27/10/2015)
• “L1’s further explanations on Close The Gap also include the criticism which is often expressed by Aboriginal people.” (27/10/2015)

Class 1 Tutorial:

• “[…] they are still a good institution, in L2’s opinion.” (03/09/2015)
• “‘I love Aboriginal English’, L2 says, ‘If I don’t know somebody’s name I just call them [Aboriginal English word]’”. (03/09/2015)
• “It was good for the children to see them there, L2 thinks.” (03/09/2015)
• “She also tells us how she felt when she was reading a certain autobiography of a member of the Stolen Generations.” (10/09/2015)
• “She also shares her opinion on and reaction to other movies with the class.” (10/09/2015)
• “When talking about one autobiography she admits that she ‘sat up all night with tissues’.” (29/10/2015)
• “In one specific autobiography she read it was interesting to see how the representation in the media differed from the person’s own account.” (29/10/2015)
• “[…] L2 states that it is very important to speak out loud.” (29/10/2015)

Interview with S1:

• “I feel comfortable going to my tutorial teachers and asking them […] their own personal opinion”

Class 2 Lecture:

• “He describes the atmosphere as very friendly and open-minded but also points out that it is very competitive and difficult to get one’s voice heard.” (03/09/2015)
• “He has also attended a different meeting on UN level which he repeatedly calls ‘very interesting’.” (03/09/2015)
• “Afterwards he begins today’s lecture […] by stating that it is a very interesting one. Maybe not content-wise, he adds, but the topic is very interesting.” (29/10/2015)
• “That makes is very boring and passion is rare, L3 says.” (29/10/2015)
• “Going on, L3 often adds “in my experience” or “my opinion” to the statements he makes.” (29/10/2015)

Interview with L3:

• “And that’s also from my interpretations of what the ehm the field is talking about.”

Back to the description of the category “Opinions”

Class 1 Lecture:

• “[…] she describes the way in which a particular governor treated Aboriginal people and how an Aboriginal woman named Barrangaroo reacted to this behaviour. In order to tell the story of Barrangaroo, L1 refers to a particular marine about who she also gives some information.” (13/10/2015)
• “L1 then gives some more general information about Aboriginal activism, before turning to the story of Yagan, an Aboriginal man from the colonial past.” (13/10/2015)
• “She then presents a number of other popular Aboriginal people from diverse backgrounds and from the past as well as the present.” (13/10/2015)
• “For this, she refers to the judges on the panel of the Mabo case and presents two of them in detail.” (27/10/2015)
• “L1 lists the members of the first Council for Aboriginal Reconciliation and briefly outlines their background and contribution.” (27/10/2015)

Class 1 Tutorial:

• “While doing so, she tells us ‘I always start at the left, on the market as well’.” (27/08/2015)
• “With a smile she adds that her grandson was very surprised when he found out that she knew how to throw a boomerang.” (03/09/2015)
• “After every presentation L2 gives some background information on the authors the presenters used as references.” (10/09/2015)
• “Afterwards, L2 gives more details about a person which has been presented by the student […]” (29/10/2015)
• “Then, she tells the class that she is a “heavy reader” as she reads about three novels a week, including an auto-biography every now and then.” (29/10/2015)
• “After naming the titles, she always gives some information about the author.” (29/10/2015)

Class 2 Lecture:

• “L3 begins this topic by giving extensive background knowledge about the removed person.” (27/08/2015)

Class 2 Tutorial:

• “As L3 refers to a certain reference in his answer, he also talks about the author’s background.” (03/09/2015)

Interview with S2:

• “the lecturers introduce themselves to you, who they are, what nation they’re from, they give you a bit of a background to themselves.”
• “It’s real people are talking about real experiences.”

Back to the description of the category “People and their background”

Class 1 Lecture:

• “She reads out a politician’s speech on a play […] to address the aspect of people with mixed heritage […]” (25/08/2015)
• “She then presents the view of three people from public life on Aboriginal policies by quoting them directly.” (25/08/2015)
• “L1 gives an overview of steps to be taken to achieve a more just policy making, again quoting a number of people […]” (25/08/2015)
• “[…] stressing the importance of always going back to the original source by comparing interpretation to a game of Chinese whispers.” (25/08/2015)
• “[…] L1 quotes Oodgeroo Noonucaal and Freire in order to stress that education is indeed political.” (01/09/2015)
• “She then reads out the preamble of the Act of Legislation for reconciliation […]” (27/10/2015)
• “She opens the tab about the RAP (Reconciliation Action Plan) when she reaches this topic and reads out the definition of the project, which can be found on the page.” (27/10/2015)
• “She opens the document, reads out some lines, scrolls through the pages and gives extra information.” (27/10/2015)

Interview with L3:

• “going out and talking to the experts or bringing the experts into the room.”

Back to the description of the category “Original source”

Class 1 Lecture:

• “She then asks if the students have ever watched the film The Tracker, using it as a starting point to talk about images of Aboriginal people in chains.” (25/08/2015)
• “Afterwards, she plays a song by an Aboriginal singer […]” (25/08/2015)
• ” L1 gives an overview of steps to be taken to achieve a more just policy making, […] playing another song” (25/08/2015)
• “She then shows a Youtube video explaining why it is important that Aboriginal and Torres Strait Islander culture is included in the school curriculum […]” (01/09/2015)
• “[…] before presenting a model of Aboriginal learning.” (01/09/2015)
• “L1 shows a Youtube video about William Cooper” (01/09/2015)
• “L1 mentions that she will show more audio-visual footage than she normally does in order to give the students a sense of the diversity of Aboriginal voices.” (06/10/2015)
• “Then she shows two videos presenting different opinions on a particular housing project.” (06/10/2015)
• “[…] she tells the students to watch the two videos presenting opinions about this topic at home […]” (06/10/2015)
• “L1 begins this week’s class on leadership and activism by pointing out that ABC will be screening a documentary on Aboriginal activist John Maynard in November.” (13/10/2015)
• “She then shows a video about the repatriation of Yagan’s remains […]” (13/10/2015)
• “She also again mentions William Cooper and his activism against Kristallnacht, showing a different video this time […]” (13/10/2015)
• “[…] but first talks about the picture which is included on the slide.” (27/10/2015)
• “As an example for other institutions’ RAPs, L1 shows a video made by a company to present their RAP.” (27/10/2015)
• “L1 now shows a video about the extent of reconciliation […]” (27/10/2015)

Class 1 Tutorial:

• “After the break we watch a documentary about Myall Creek.” (27/08/2015)
• “While she is talking about the sites she is looking for photos of them on the internet.” (17/09/2015)
• “She then shows a music video […].” (29/10/2015)
• “A few minutes later she asks whether the class remembers an aspect of last week’s episode of the TV series Ready for This we watched in class.” (29/10/2015)

Interview with L2:

• “the majority of Aboriginal people are visual learners”
• “we always watched the new TV series […] and it gave the students ehm some idea of Aboriginal youth today.”
• “And then you can look at [concept maps] and you can see the big picture a::nd ehm that’s how I studied.”

Class 2 Lecture:

• “Afterwards he briefly shows a satirical comic […]” (27/08/2015)

Class 2 Tutorial:

• “L3 praises one of the students for creating slides which were visually strong. That was very good for visual learners, he says.” (03/09/2015)
• ” L3 tries to draw a diagram on the board […]” (03/09/2015)

Interview with S2:

• “a lot of it is watching YouTube clips which is really useful.”

Back to the description of the category “Audiovisual learning”

Class 1 Lecture:

• “She then explains how the knowledge about reconciliation and RAPs can help the students when they are applying for a job.” (27/10/2015)

Class 1 Tutorial:

• “As many people are having a cold or flu at the moment, L2 gives us recommendations on how to protect ourselves against it and how to get well quickly.” (27/08/2015)
• “As we answer the questions on the board in groups, L2 shows us an Aboriginal newspaper lying on the desk at the front and explains a bit about it.” (27/08/2015)
• “L2 explains to the class that there are two different types of boomerangs […]” (03/09/2015)
• “It is a plant which has a long piece of wood in its middle from which spears were made, she explains. Because of its peculiar shape, colonists often thought there was a person hiding behind it.” (17/09/2015)
• “What one can learn from everyday situations is incredible, she says! (29/10/2015)

Interview with S1:

• “I think I’ve just noticed that like in the tutorial () teachers don’t really recommend like outs- ehm outside like extending knowledge outside the classroom. They just tell you what you need to know to pass the test whereas the teacher L2 tells us ‘Oh this is where you should go to experience this Aboriginal festival’ or she told us about the:: footy match footy knockout match in Dubbo”

Interview with S3:

• “Like I think there was a big footy tournament so she went to that and she talked about that and that was pretty cool.”

Interview with L3:

• “You know, I would love to do a lot more e:hm experiences outside the classroom.”

Back to the description of the category “Outside knowledge”

Class 1 Lecture:

• “[…] she mostly reads out the notes on the lecture slides, making small changes in sentence structures and adding short explanations and clarifications.” (25/08/2015)
• “L1 now returns to the slides, reading out another statement and explaining it.” (01/09/2015)
• “Afterwards she reads out some statements from the slides, adding further explanations about the current and former situation in schools.” (01/09/2015)
• “She then reads out the preamble of the Act of Legislation for reconciliation before giving additional information. She proceeds with the next slides in the same way.” (27/10/2015)
• “She then explains it in more detail.” (27/10/2015)
• “L1’s further explanations on Close the Gap also include the criticism […]” (27/10/2015)

Class 1 Tutorial:

• “After every presentation, L2 picks up a few aspects to explain them in more detail.” (27/08/2015)
• “While we are watching, L2 writes additional information on the board.” (27/08/2015)
• “Then, L2 gives some additional information on the AECGs (Aboriginal Education Consultative Groups).” (03/09/2015)
• “This quote is often used for assignment tasks, she says, and explains it further.” (29/10/2015)

Interview with S1:

• “sometimes she reads from the slides and sometimes does () say things that aren’t on the slides”

Class 2 Tutorial:

• “After the first presentation L3 comments on some statements made by the presenter” (27/08/2015)
• “When no one says anything, he talks about a few more aspects related to the document, today’s topic or the class in general.” (29/10/2015)

Back to the description of the category “Additional explanations”

In line with the valuing of diversity, people’s opinions play a role in the classes. L1, for example, frequently presents different people’s views and argumentations on the topics she is discussing (e.g. Class 1: Lecture 01/09/2015). This also includes critical voices (Class 1: Lecture 27/10/2015). L2 and L3, on the other hand, mostly include their own opinions and feelings (e.g. Class 1: Tutorial 10/09/2015 & Class 2: Lecture 03/09/2015). Doing so, L3 stresses that it is his personal view by adding “‘in my experience’ or ‘in my opinion’ to the statements he makes” (Class 2: Lecture 29/10/2015).That the tutors’ opinion is valued and sought after, can be seen in S1’s statement: “I feel comfortable going to my tutorial teachers and asking them […] their own personal opinion” (Interview with S1)

Furthermore, all lecturers and tutors point out aspects to the students which they find particularly interesting (e.g. Class 1: Lecture 27/10/2015, Class 1: Tutorial 29/10/2015 & Class 2: Lecture 29/10/2015) or liked best (Class 1: Lecture 27/10/2015). By doing so they emphasise this aspect and it might become more memorable.

For a full list of all quotes relating to opinions, please click here.

To get an overview over all categories and further explanations, please click here.

For the assignments of the two classes, the students have to gather additional information about their topic. All three student participants agree that they learned much through this research (Interview with S1, Interview with S3 & Interview with S2). In addition, L3 also grants his students a certain responsibility and freedom in their learning process. He relies on them to work with him (Interview with L3) but can also understand if they “do not want to come [to the final class session], especially if [they] have an assignment to finish or an exam to study for” (Class 2: Tutorial 29/10/2015). Furthermore, he gives the students the freedom to decide which aspects of the class or reading material they want to incorporate into their own knowledge (Interview with L3). Thus, they can choose information which has a connection to their own world or, as S1 puts it, “build [their] own beliefs” (Interview with S1)

For a full list of all quotes relating to independet learning, please click here.

To get to the overview over all categories and further explanations, please click here.