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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
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
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  Data: Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 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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  Data: EJ1280313
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
    Subjects:
      – SubjectFull: Field Trips
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Geography Instruction
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Costs
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      – SubjectFull: Risk
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Australia
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      – TitleFull: Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola
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