ABSTRACT
This chapter describes three case studies in learning to learn with indigenous Australians. The chapter describes how each study began with the intention of transitioning from a ‘training’ model of education to a ‘real’ or ‘authentic’ learning to learn model that champions a ‘self-learning process’. From these studies a range of insights have evolved, including: the need to honour individual stories; to capture the ‘pearls within’ each individual, group, and context; to co-construct, name, define, and describe effective learning; to design and use metaphors, artistic therapies, and multi-modal/diverse strategies and activities; and the need to make quality time to do this well. Two learning design strategies – Learning Power and 4MAT – in particular supported the successful application of these ideas. Finally, these studies highlighted the need for flexibility and responsiveness in the co-construction of a learning to learn pedagogy, depending on the learning environment. The chapter concludes with an ongoing question: ‘How do we rain down these words’ (Wunungmurra, 2013) about learning on the hearts, minds, and actions of our learners? While the studies offer some insights about learning to learn with Indigenous Australians, much remains to be learned.
This chapter explores some commonly held assumptions about learning. It then describes some of the characteristics and issues in Indigenous Australian contexts. Understanding the Australian Indigenous context is important before describing the actual work and outcomes achieved. The following three projects describe learning to learn case studies with Indigenous Australians. The first project is with an Indigenous tertiary education institution, the second is with four urban schools and their parent communities, and the third is with one remote Indigenous community school. The chapter describes some work over the past five years in supporting community and individual learning to learn capabilities across three contexts, within Indigenous Australian communities in the Northern Territory of Australia. It also presents some conclusions about how this paradox might be addressed. These case studies have also highlighted the need for flexibility and responsiveness in the delivery of learning to learn pedagogy, depending on the learning environment.
