This presentation describes a contextualized learning experience from work with Indigenous practice in northern Australia. This highlights the context and how the learning environment informs the relational processes we value over just content and outcomes.
This slideshow and spoken word presentation will share an experience of Learning on Country with my Supervisor, Ngandi (mother) and Elder, Dr. Kathy Guthadjaka. This hunt for mud crabs on the remote coastal homelands of Galiwin’ku formed the basis for a learning and working partnership and methodology for the research we do together. The process we followed was determined by the context and provided a way to ground and galvanize our learning relationship in situ.
The trip into the mangroves demanded a different learning approach from the one I’ve been trained to pursue ; one that would embody our working relationship to come. Gotha was testing me; how I behaved during this lesson would demonstrate my ethos of working with knowledge and contexts that are not mine, with people that had much more knowledge authority than I did.
In working with Indigenous knowledge systems as a non-Indigenous person, this process can demonstrate the significance of contextualized learning in open practices and its impact on how we value knowledge management in cross cultural learning contexts.
Alternative format with digital images and spoken word
Freire, 1970; Giroux, 1983; Lave and Wenger, 1991 ; Grunewald, 2003; Wallace, 2009; Guthadjaka, 2010; Fogarty, 2011;