Pharmacology and Therapeutics - Research Publications
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ItemRegenerating Indigenous literacy resourcefulness: A middle school intervention(Australian Literacy Educators' Association, 2014)
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ItemSharing Place, Learning Together: Mutual Capacity and Partnership Building(Early Learning Centre, the University of Melbourne, 2015)Sharing Place, Learning Together (SPLT) is a cross-disciplinary education project that aims to develop the English and Science literacy skills of remote Aboriginal students. The project comprises an interdisciplinary team from the University of Melbourne (UoM) partnering with Maningrida College and the Djelk Rangers (Bawaninga Aboriginal Corporation) to support the College’s ‘Learning on Country’ program. Through cross-cultural exchanges and ‘on country’ visits Aboriginal biocultural knowledge is integrated with Western scientific understanding to develop curriculum and literacy resources. This paper details SPLT’s evolvement and discusses activities and learning experiences the partnership has generated. Linked to the project’s development, the paper presents the findings of a research study that investigated mutual capacity and partnership building between the Maningrida College Community and UoM. These findings reveal that relationship-building, coupled with a sustained presence in the community, were critical to strengthening the partnership, and highlighted that establishing trust and credibility must precede research initiatives.
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ItemSharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation With a Remote Indigenous Community School(Cambridge University Press (CUP), 2015)Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, ‘Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity’, funded by the Melbourne Social Equity Institute (MSEI) at the University of Melbourne (UoM). The project's aims were to document insights into working with communities and educators in a remote community school in Western Arnhem Land, and to promote and raise Aboriginal students’ aspirations for engagement in further education through knowledge exchanges. Two project deliverables focus this paper: a participatory workshop conducted at UoM by educators and students from the school, and a qualitative research study that investigated the mutual partnership capacity building between the school community and UoM. The workshop provided an environment conducive to the participants sharing their cultural knowledge and perspectives on a two-way Learning on Country program with the wider UoM community. Extensive interview data collected from school and community-based participants identified the enabling and constraining factors impacting the formation of a sustainable partnership. The findings revealed the importance of prioritising relationship-building, the valuing of resource development, and the need for humility and openness to criticism when working with remote communities.