Storying a knowledge basket: engaging students in Indigenous studies

This session presents the findings of a UQ Teaching Innovation grant that used a thematic analysis of interviews with University students enrolled in Indigenous Studies courses and examples of student storied reflections. The findings explore the role of storying as a reflective practice to enhance student engagement in Indigenous Studies.

Our research project builds upon, supports and strengthens the efficacy of strategies that assist with engaging students enrolled in Indigenous Studies' courses. We will share key project findings that demonstrate how storying can weave a 'knowledge basket' that assists students in reflecting on the difficulties, discomforts and emotions experienced between Indigenous and non-Indigenous teachers, students and Indigenous communities. We also discuss how storying is potentially valuable in promoting student engagement in Indigenous Studies and opens a moment for relationality — teachers and learners enter an intimately personal dialogue about the complexities of Aboriginal and Torres Strait Islander histories and cultures. We will conclude by discussing the development of a student engagement framework in Indigenous Studies. Overall, we argue that storying as a reflective and relational approach can enhance student engagement; we consider the application of storying as a tool in disciplines beyond Indigenous Studies. 

Indigenous Studies requires asking challenging and, at times, uncomfortable questions about race relations between Indigenous and non-Indigenous Australians, including the positions of students and lecturers in relation to colonisation in Australia. Storying assists this process by using a reflective practice that involves telling stories to communicate and reflect on information or knowledge. It entails writing about an event or experience creatively and is often used in Indigenous Studies teaching and learning contexts because it can facilitate an engaging, reflective, relational and critical classroom which foregrounds identity and place. From some Aboriginal perspectives, Story (in all its Aboriginal-language terms) has always been used to share knowledge and to educate. We argue that using storying as a reflective and relational approach can enhance student engagement and provide safe spaces. Students can embrace the difficulties, discomforts and emotions experienced between Indigenous and non-Indigenous teachers, students and Indigenous communities in these intercultural teaching and learning contexts. 

Session participants will: 

• learn more about storying as a pedagogical approach  
• explore the implication of using storying for enhancing student engagement in intercultural teaching and learning contexts and in disciplines beyond Indigenous studies. 

Presenters:

• Professor Tracey Bunda
• Dr Katelyn Barney
• Lisa Oliver 
• Nisa Richy.