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Being on country as protest: Designing a virtual geography fieldtrip guided by Jindaola

Journal Article


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Abstract


  • © 2020, University of Wollongong. All rights reserved. The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.

Publication Date


  • 2020

Citation


  • Atchison, J. & Kennedy, J. (2020). Being on country as protest: Designing a virtual geography fieldtrip guided by Jindaola. Journal of University Teaching and Learning Practice, 17 (4), 1-11.

Scopus Eid


  • 2-s2.0-85090611291

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2261&context=jutlp

Ro Metadata Url


  • https://ro.uow.edu.au/jutlp/vol17/iss4/8/

Number Of Pages


  • 10

Start Page


  • 1

End Page


  • 11

Volume


  • 17

Issue


  • 4

Place Of Publication


  • Australia

Abstract


  • © 2020, University of Wollongong. All rights reserved. The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.

Publication Date


  • 2020

Citation


  • Atchison, J. & Kennedy, J. (2020). Being on country as protest: Designing a virtual geography fieldtrip guided by Jindaola. Journal of University Teaching and Learning Practice, 17 (4), 1-11.

Scopus Eid


  • 2-s2.0-85090611291

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2261&context=jutlp

Ro Metadata Url


  • https://ro.uow.edu.au/jutlp/vol17/iss4/8/

Number Of Pages


  • 10

Start Page


  • 1

End Page


  • 11

Volume


  • 17

Issue


  • 4

Place Of Publication


  • Australia