Aboriginal Community-Based Educators Teaching the Teachers: Learning from Country in the City

This book showcases the transformative impact of Aboriginal community-based educators teaching local histories and cultures to preservice teachers. It details the ‘Learning from Country in the City’ teaching and research project, which follows preservice teachers who participated in immersive ‘Learning from Country’ experiences in undergraduate Aboriginal education electives through to their first few years of teaching. Through storying Aboriginal community-based educator, preservice and early career teacher, and lecturer experiences, this book demonstrates the educational and emotional impact of Aboriginal truth telling processes and the significance of connecting with and learning from Country for all teachers and students. A visual representation of the pedagogical framework articulates this work which is designed to capture localised place-based learning processes and apply these principles to diverse contexts. The book presents photographs and maps of the places at the centre of this learning so educators, community members and readers can visualise how they might apply this methodology to their context. Importantly, this book positions Indigenous Knowledges, Aboriginal voices and ways of knowing, being and doing front and centre - asserting that this is essential foundational work needed to prepare young people for living in an ever-changing world. 

Table of Contents:
Chapter 1. Introduction: reimagining pedagogical places and spaces.- Chapter 2. What is Learning from Country in the City?.- Chapter 3. Aboriginal Responses to Colonial Narratives.- Chapter 4. Country-Inspired, Relationships-Driven Teaching and Research.- Chapter 5. Developing an Aboriginal Curriculum Narrative.- Chapter 6. Case Study 1: Aboriginal Community-Based Educator’s Narratives.- Chapter 7. Case Study 2: Exploring Preservice Teachers Experiences of Learning from Country in the City.- Chapter 8. Case Study 3: How Learning from Country Experiences Influence Early Career Teachers Practices.- Chapter 9. Case Study 4: Teacher Educator Narratives of Learning and Teaching.- Chapter 10. Lessons from Country.

About the Author :
Associate Professor Katrina Thorpe is a Worimi woman and Academic Lead of Indigenous Studies at Nuri Gili: Centre for Indigenous Programs at University of New South Wales (UNSW), Sydney, Australia. Katrina has experience teaching mandatory Indigenous Studies to diverse student cohorts within the fields of education, social work, nursing, health and community development. Drawing on these diverse teaching experiences, Katrina's research has engaged with the voices of Aboriginal community members and university students to provide deeper understandings of the educational experiences that support or inhibit student learning and development of a personal and professional commitment to centring Indigenous Knowledges in university and school curriculum. Associate Professor Cathie Burgess is a lecturer/researcher in Aboriginal Community Engagement, Learning from Country and Leadership in Aboriginal Education courses at the Sydney School of Education and Social Work, The University of Sydney, Australia. She has extensive teaching and leadership experience in schools and universities, maintaining strong connections with school-communities through teacher professional learning and research projects. She is co-author of the Amazon best seller "Be That Teacher Who Makes a Difference and Lead Aboriginal Education for all Students", presenting conference keynotes, professional learning and leadership workshops to educators across the country. Her work in Aboriginal Education is acknowledged through an Honorary Life Member, NSW Aboriginal Education Consultative Group, Life Member, Aboriginal Studies Association NSW and the 2024 Australian Teacher Educator of the Year. Dr. Suzanne Egan is a lecturer in the School of Social Sciences, University of Western Sydney, Australia, and prior to this a research associate on the 'Learning from Country in the City' research project. Suzanne comes to higher education with a history of direct practice, advocacy and activist work on issues of gendered violence, social exclusion and marginalisation. She aims to use her work in higher education to contribute to a recentering of community-based ways of knowing, doing and being in research and in teaching and learning. Professor Valerie Harwood, is a Professor of Sociology and Anthropology of Education at the Sydney School of Education and Social Work, The University of Sydney, Australia. Valerie's research is centred on a social and cultural analysis of participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities.