“A lot of people feel really uncomfortable about asking silly questions and right up front I say, ‘That’s cool. Please do. That’s the way you’re going to learn,’” says Professor of Indigenous Education Juanita Sherwood.
“That’s the most important thing you do with indigenous teaching. Elders always say, ‘Don’t be afraid to ask.’”
The approach appeals to Indigenous and non-Indigenous students alike. Since Sherwood was given the challenge of revitalising the previously unpopular subject Balancing World Views: Introduction to Aboriginal Cultures in 2012, student numbers have tripled.
Open to all students through the Faculty of Arts and Social Sciences, the elective explores Indigenous and non-Indigenous perspectives, introducing students to Indigenous issues, traditions and history.
Storytelling plays an important part. “We’re an oral culture,” says Sherwood. “So storytelling is the way a lot of knowledge is transferred.”
In the classroom, she says, her life experiences and those of Senior Researcher with Jumbunna Indigenous House of Learning Nicole Watson, who co-teaches the subject, bring the research, data and issues to life for students far more than reading the information in a book.
“Here’s someone they’ve gotten to know who’s telling that story. And it’s not from 30 years ago – it’s a current issue.”
Watson agrees. “Juanita’s background in health is really interesting. She talks about her experiences in Redfern and also in remote communities. I bring my experiences as a former lawyer to class. We have a lesson devoted to land rights and native title so I’m able to speak about my experiences of working in native title.”
Students are also encouraged to contribute their own perspectives to the conversation, so creating an environment where they feel safe sharing their ideas, experiences and stories is essential.
“I was really blown away by how welcoming and open the class was,” says one student. “In the first lecture, I texted one of my friends who wanted to do the subject: ‘This is incredible.’”
For many students, the subject is their first real exposure to Indigenous history, culture and issues.
“When I was at school we didn’t learn anything really,” says another student. “I’ve just got the image of an Aboriginal person with a spear.”
“Our students have all said this has been a subject that’s really opened their minds,” says Sherwood. “Because there’s not just one way of looking at the world, and I hope we provide a balanced perspective rather than a one-sided story.”
Students particularly liked the week on health for this reason: “It made me realise there’s so much more going on than just the welfare issues that are brought up in the news and media – that they’re sensationalised.”
Students’ final project in the subject is a case study where they choose an Indigenous issue that interests them and examine how it’s been covered in the media recently.
“The final products are fantastic!” says Sherwood. “They really put in a lot of effort, because they care about the subject.”
Both Sherwood and Watson say the enjoyment and learning experience flow both ways.
“Our students are incredibly generous and open,” says Watson. “It’s a different experience every semester because people come in with their own histories and baggage – and we’ve all got that. So we learn from each other.”
Note: Students in this article have not been named as their anonymity is protected by research ethics.
- Professor Juanita Sherwood and Senior Researcher Nicole Watson teach Balancing Worldviews – a subject that introduces students to Indigenous issues, traditions and history
- The number of students taking the subject has tripled in the last three years thanks to Sherwood and Watson's engaging and inclusive approach