Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola
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| Title: | Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola |
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| Language: | English |
| Authors: | Atchison, Jennifer, Kennedy, Jade |
| Source: | Journal of University Teaching and Learning Practice. 2020 17(4). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Field Trips, COVID-19, Pandemics, Geography Instruction, Indigenous Knowledge, Costs, Risk, Undergraduate Students, Computer Simulation, Indigenous Populations, Experiential Learning, Teaching Methods, Environmental Education, Course Descriptions, Foreign Countries, Online Courses |
| Geographic Terms: | Australia |
| ISSN: | 1449-9789 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280313 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1449-9789 |
