Interview with S1:

• “we have to do like outside research and that really helps”
• “She teaches us how to build our own beliefs.”

Interview with S3:

• “when I was researching for my paper that’s where I found a lot of like information”

Class 2 Tutorial:

• “[…] he can absolutely understand if we do not want to come, especially if we have an assignment to finish or an exam to study for.” (29/10/2015)

Interview with L3:

• “I like to give people a variety of options when it comes to content.”
• “I can understand it but, you know, it’s not gonna be part of my knowledge.”
• “I do rely on ehm the the learner to take responsibility of that learning so () You know when I ask people to ehm listen to the lecture or attend the lecture and then bring that lecture and that understanding and the readings into the tutorial and then bring that together to do the discussion.”

Interview with S2:

• “I found a lot of the stuff that I learned was from writing the essays and doing the PowerPoint. Cause I had to do so much research for that.”

Back to the description of the category “Independent learning”

Interview with L2:

• “you need to have some organisation () but you also need to have a little bit of flexibility in there that if you maybe wanna throw in a story”
• “But there was no structure in ehm in the way that the class was taught.”
• “[Structured classes] may mean that students don’t have time to e:hm express their thoughts and ideas.”
• “[Structured classes don’t] allow for that discussion to happen.”

Interview with S3:

• “it’s more relaxed”

Interview with L3:

• “trying to engage with their life and their experience in your learning practice to make some adjustments”

Back to the description of the category “Fexibility”

Interview with L2:

• “Ehm as an Aboriginal person, storytelling is very, very important. Ehm that’s how we learn traditionally.”

Interview with S1:

• “For example like my environmental science teacher I consider her to be a very spiritual person. Because her responsibility and her opinions and beliefs for environmental values and ethics () are very:: () her- they’re very like personal and ethics and relationship to the environment is personal.”
• “if you brought in the ehm scope to more like organic topics then you’re able to definitely bring in spirituality.”

Interview with S3:

• “If you’re teaching ehm a history class about a certain culture or something like that I think it should be () that should be introduced into that class because it is such an important aspect for certain cultures.”
• “they just really want us to understand like the culture”

Interview with L3:

• “Having an understanding of yourself and your culture and what it means to be part of a a community is really () important in this institution because the idea of community, understanding of community values is is everyday working practice within here. And if you’re a () strongly, more strongly identified with () some of the non-indigenous understandings of ehm individualism […] you might find some () () difficulties with some of the practices within this institution.”
• “I think ehm () as a teacher () you really () can’t, cannot give up yourself. Tell who you are and what you are in your teaching practices. It’s just () from my understanding of teaching it’s unavoidable.”
• “I think the idea of ehm shared experience and humour is something that is part of ehm Aboriginal cultures or Indigenous cultures.”
• “Because I think the idea of () for Indigenous people, their idea of storytelling and spirituality is something that they are a::nd because it’s- as a teacher you share who you are and you absolutely can’t avoid it.”
• “when I talk about community I’m actually talking about family so there is that love and respect and spiritual connection that’s part of all that. Ehm and again when I talk about spiritual I’m not talking about religious I’m talking about that lived experience, part of my life ehm that’s part of me and my spirit, my engagement with the world.”

Interview with S2:

• “I think it’s () different and it’s in keeping with how Indigenous society is anyway.”
• “Based on the culture of what they’re teaching.”
• “it’s all about culture and spirituality and relationship and it’s a completely different way of looking at (right) and relating to other people.”
• “That not only L3’s course but all the courses that are run in the Institute are () just- they come from a cultural base. Cultural identity rather than academic- purely academic background.”

Back to the description of the category “Connection to identity and culture”

Interview with L2:

• “I think it makes learning easier if it’s in a personal context.”
• “Storytelling [is the most effective method of teaching and learning]”
• “I don’t think that any of our classes ran over time and I think that we always covered the topic that we were meant to cover. So:: that little bit of flexibility () ehm fitted in ok.”
• “I think it makes it very hard for the students to all get the same information”

Interview with S1:

• “I prefer the tutorial but that’s just how I learn best. I find that in the lectures I can’t keep up – like writing notes”
• “Since it’s more conversational () the conversations are more memorable. And I just strut down little notes. Just to trigger the memory. Instead of () writing notes because I’m not even comprehending what she’s saying.”
• “I think [including personal experience] more helpful.”
• “So I think having a teacher that purposefully asks questions to challenge you or tell stories about themselves and that allows you to challenge them – that’s a good method of teaching.”
• “I like here at this university – lecture and tutorial – you get through whatever kind of learning you are you () get both.”

Interview with S3:

• “I feel like I get more of learning out of it with her telling us that stuff instead of just reading from a textbook or watching videos about people telling that sort of stories. When she tells that stuff I feel like I’m getting more of an insight of that culture”
• “a lot of my learning honestly comes from the tutorial more than the lecture. Ehm I feel like the lecture is a good place to get a knowledge base and understanding of what we’re going to be talking about kind of in the tutorial.”
• “[Researching for my paper] That’s where I first like started like learning a lot of stuff I feel.”
• “for this class the way that the material was presented I think it was presented in the best way possible for us to learn.”

Interview with L3:

• “If you can place it back into your own world , it’s it’s an easier thing to engage with and to connect on I think”
• “that personal experience is is very evident and ehm as a reader it really draws you into what’s being presented.”
• “That time frame is kind of limited so some of that interactive group-orientated understanding of the learning [gets neglected]”
• “if you’ve ever seen a good storyteller you will always know it.”
• “I think that () () e::hm most of the academics within our school ehm use good Indigenous () educational practices.”
• “what Indigenous communities say about e::hm learning is something that ehm the rest of the world is understanding and catching up with.”

Interview with S2:

• “Rather than what we learned in class, it was having to study for [the essays and PowerPoint] that was easier or more useful.”
• “I mean, you have to have that lecture bit but it’s more what happens afterwards.”
• “Much easier because I feel like I’m () talking to a friend”
• “I think it is because it’s more interesting. Because it’s () mo:re () stimulating.”
• “So if you’ve got a relationship with your teacher of course you gonna remember stuff more.”
• “It’s easier to take on, easier to comprehend , it’s more real life than just stuff out of a book.”
• “I thought the course was good. I thought that () I thought that the information was a bit dense. In this particular one. It was really thick.”

Back to the description of the category “Effectiveness”

Class 1 Lecture:

• “L1 interrupts the lecture briefly to answer a question which has come up although it does not directly relate to the topic.” (01/09/2015)
• “[…] she stresses that the students can contact the creator at any time with questions.” (06/10/2015)
• “[…] L1 says that she is happy to give short extensions for the essay which is due soon in cases of emergency.” (13/10/2015)
• “When someone asks a question, L1 repeats it for those listening to the recording before answering it. The student asks again and L1 answers, adding her own assumptions where she is not sure. A different student then adds an idea to this on which L1 comments.” (27/10/2015)

Class 1 Tutorial:

• “‘I have nothing else to do in my life. I’m here to help you’, she adds.” (10/09/2015)
• “Meanwhile, one of students has received an email from the lecturer (L1) answering a question about the exam which has come up before the class.” (29/10/2015)
• “[…] L2 promises that she will finish marking all assignments soon and offers that we can talk to her if we are not happy with the result.” (29/10/2015)

Interview with S1:

• “I feel comfortable going to my tutorial teachers and asking them to help me”

Class 2 Lecture:

• “Some students ask a few questions about details of the procedure and L3 answers them.” (29/10/2015)

Class 2 Tutorial:

• “He finishes the tutorial early by telling us that “if we go out into the world”, we have his email address and can contact him at any time if we need his help.” (29/10/2015)

Interview with S2:

• “they’re still easily accessible”
• “I feel like when I’ve got any problems then I can approach the lecturer”
• “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.”

Back to the description of the category “Accessibility”

Class 1 Lecture:

• “Well, she jokes, that would make her happy because it would mean that “Pythagoras must go” as well.” (01/09/2015)
• “She laughs about this before returning to the question.” (27/10/2015)

Class 1 Tutorial:

• “[…] while commenting on how much the actress changed and singing and dancing along.” (27/08/2015)
• “When a student asks what circular breathing is, she mocks her a little by walking in a circle while breathing before giving a serious answer.” (17/09/2015)
• “‘I have a fat hand’, she remarks and everyone laughs.” (29/10/2015)
• “When L2 hears it, she asks: “what’s up?” and then suggests with a laugh to take “the naughty student” outside and punish him.” (29/10/2015)

Interview with L2:

• “[My classes are] more about a group of people coming together and sharing some information and having a joke”
• “I enjoy teaching”

Interview with S1:

• “It’s like my favourite class ever.”
• “It was it was a great experience.”

Interview with S3:

• “This is fairly one of my favourite classes that I’ve taken.”
• “I realised just how amazing it is and I was just completely shocked and yeah. I really enjoyed this course.”

Interview with L3:

• “I try to do the, the play and the understanding cause, you know, learning is about having fun. No, I think good learning is you can enjoy it and have fun.”
• “some of the absolutely entertaining skills that people brought up with that were wonderful, that I really enjoyed”
• “I have some peers who are great storytellers so their their use of humour ehm connects their audiences.”
• “some of the students, you know, the great entertaining engagement that they can get, I love watching.”
• “Bu:t e:hm [fun and playing are] a great way of learning. And ehm I don’t know if we played too much but we did try to learn, we did try to have fun.”

Interview with S2:

• “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”

Back to the description of the category “Fun”

Class 1 Lecture:

• “After finishing her explanations, she frequently asks “ok?”.” (25/08/2015)
• “Before whishing everyone a good week, L1 cheers because her voice lasted for the entire lecture.” (25/08/2015)
• “While doing so, she often uses the phrase ‘you know’.” (01/09/2015)
• “L1 thanks the students for their patience before she leaves.” (06/10/2015)

Class 1 Tutorial:

• “As it is the last session before the mid-semester break, L2 talks about her plans for the next two weeks.” (17/09/2015)
• “The tutor (L2) comes back to the room at shortly before 9am and begins to chat with the students about the upcoming exam […]” (29/10/2015)
• “When the presenter says “Good morning” in an Aboriginal language, L2 answers in the same way.” (29/10/2015)
• “She is greeted with a friendly: “Oh, hi! How are you?” by the tutor.” (29/10/2015)
• “[…] while L2 is talking to some students.” (29/10/2015)

Interview with L2:

• “[My classes are] more about a group of people coming together and sharing some information and having a joke”
• “I would see it as myself as an auntie looking after the kids”

Interview with S1:

• “Whereas in the tutorial our teacher speaks more personally.”
• “And the tutorial is where I find that I really connect with those teachers.”

Interview with S3:

• “this class is really nice because it is more personal”
• “In this class they definitely opened up”

Class 2 Lecture:

• “Every time L3 opens the door and welcomes them with a nice word.” (27/08/2015)
• “[…] he apologises for having raced through the lecture and starts a relaxed chat with the class.” (27/08/2015)
• “He tries to learn names and remember what subject the students are studying.” (27/08/2015)

Interview with L3:

• “Because [your self] is such an important part of teaching, you shouldn’t ehm try to isolate it away from your students”.
• “And the idea of […] relating to your students is really important.”
• “So you have a ehm () as Newman suggests it’s an authentic relationship, […] I talk about the idea of […] treating your students or treating your peers as part of your family, part of your mob.”
• “I call them average teachers who try to make that that barrier around them and their students and I don’t think that’s a really good teaching practice.”

Interview with S2:

• “Whereas in this one you can have more personal interaction with the lecturer and […] they know you individually.”
• “It’s more conversational, it’s more relationships-based and I find that this course and the other courses at the Institute are the same.”
• “Much easier because I feel like I’m () talking to a friend”
• “I can be more open and honest”
• “So if you’ve got a relationship with your teacher of course you gonna remember stuff more.”
• “it’s all about culture and spirituality and relationship and it’s a completely different way of looking at (right) and relating to other people.”
• “which he has responded to in a really friendly way. And I like that. And in the last lesson when he encouraged us to come back and talk to him and say hi and tell him how we’re doing, I think that’s – he cares about us.”

Back to the description of the category “Relationship”

Class 1 Lecture:

• “using phrases like ‘You know , sometimes we believe that…’.” (25/08/2015)
• “While doing so, she often uses the phrase ‘you know’. (01/09/2015)

Class 1 Tutorial:

• “[…] until someone told her: ‘You don’t sound like an academic’ and she answered: ‘Well, because I don’t use all those big words’. ‘L2 is L2’, she adds.” (03/09/2015)
• “‘I guess that’s why I didn’t get a job at X, I was too black and too loud’, she says laughing.” (29/10/2015)
• “Sometimes, she adds, it is easier to read those then an academic article ‘with all those disgusting words in it’.” (29/10/2015)

Interview with L2:

• “I would say that my classes are less formal”

Class 2 Lecture:

• “But he admits: ‘As I keep saying: The UN is a monster of an organisation.’” (29/10/2015)

Interview with L3:

• “I::: attempt to be an academic .And I really need to have ehm supported arguments.”
• “I like to think myself as a little bit more academic orientated. () Ehm I do do try to use a lot of evidence to support my arguments and not just be my opinion.”

Interview with S2:

• “they’re really chatty and friendly and not all academic”

Back to the description of the category “Informal vs. academic”

Class 1 Tutorial:

• “When he finished his speech, L2 asks him whether he knows where Condamine is situated. He is unsure and so is she, so he looks it up on Google Maps and L2 then shows us on the map on wall which shows the borders of the Aboriginal nations.” (17/09/2015)
• “[She] shows the class on the map on the wall where this person’s project is located.” (29/10/2015)

Interview with S3:

• “She always points out where () ehm () things are on the map, like the different places she talks about”

Back to the description of the category “Connection to place”

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)

Interview with L2:

• “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”

Interview with S1:

• “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.”

Interview with S3:

• “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)

Interview with L3:

• “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.”

Interview with S2:

• “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”