1. Make the classroom a safe environment for learning
1.1 Understand, anticipate and allay fears
Many students, Indigenous or not, feel trepidation as they enter a classroom where they may feel uninformed or out of place. Numerically speaking, most Indigenous teaching involves non-Indigenous students, so the issue of such students' fears is a real one for many teachers. Resistance to the subject matter may also be encountered. Some teachers draw on their own experiences as a way of connecting to students. Overall, the emphasis is on creating a safe environment in which students can express themselves.
There is a saying: 'Don't ask if you don't want to hear the answer'. Inviting students to express themselves is risky, and teachers can find some students' initial assumptions very confronting. These teachers, however, first foster an atmosphere of mutual respect, and then focus on dealing with any unexpected outcomes in a professional way. Students' feelings of fear, guilt, resentment, or shame can sometimes translate into direct challenges in the classroom, and this is dealt with under 5.
The Approaches below relate mostly to teaching non-Indigenous students with issue relating to Indigenous students discussed under 1.2.
1.1.1 'One issue is the assumptions the students bring to the course - some have very negative attitudes, very stereotypical. As a teacher you don't know who has those attitudes and who hasn't, so you have to create an environment where they feel able to speak. Some of them have a fear of being brainwashed.' (Sydney)
1.1.2 'If they come and say "I've never studied ATSI
subjects before"… I really try to make it a welcoming thing - I try to
break down the idea that you have to be Indigenous to be part of an
Indigenous community. We've all got knowledge about this land - so
let's just do it!' (UNSW) *Aboriginal and Torres Strait Islander, a prefix used for course codes at the University of NSW.
1.1.3 'I rarely bring in my own life experiences… I've seen that done in Indigenous Studies. I want students to feel comfortable with taking risks - with speaking up. I don't want them to feel they might upset me by something they say. I don't agree with the 'Blue Eyes, Brown Eyes' approach to cultural competency. No, students need to feel safe, supported in their learning; they need to see that it's not a white-bashing subject. I've seen that done too - it just marginalises students… It's important for students to feel safe, relaxed - I drop the whole hierarchical thing in my classes.' (Wollongong)
1.1.4 'We tell the students "There are no stupid questions", and encourage openness. Some students will say what they think the tutor wants to hear, but mostly they are ready to ask any question they need to know.' (Sydney)
1.1.5 'The premise, which I've developed over years, is that I make a safe and respectful environment for them, where they feel safe, and where they don't get jumped on for not knowing things. It's the not knowing that creates friction - the fear of not knowing, so: "You can ask anything. You won't know it, you can't get it out of a book, but you can ask".' (UNSW)
1.1.6 'I use humour, so they see me as approachable.' (Sydney)
1.1.7 'I use video and people can talk at any time, it's not a typical didactic lecture. I try to get non-Indigenous Australians to be honest about what they think. They often have a heightened sense of political correctness - I try to tell them it is OK to make mistakes. I use my own early field work and the mistakes I made myself, to try to get a sense of reality.' (La Trobe)
1.2 Establish relationships of trust and respect
All students have the right to feel safe (see 1.1), but with Indigenous students it is often vital to put extra effort into establishing relationships of trust and respect. This is particularly the case with Indigenous students from regional or remote communities who may be coming onto a campus for the first time in their lives.
The need for building trust is of course relevant to all students, but is highlighted by the often tragic experiences of Indigenous communities during Australia's colonial past, and by the fact that Indigenous communities - and students - remain affected by those legacies today.
Such students often study in 'Block Mode' , an intensive mode of teaching and learning which can be quite demanding for both teachers and students. The Approaches described below all relate to Indigenous students, whether Block Mode or 'Mainstream'.
1.2.1 'Sometimes you've got people walking into the classroom who are wounded from things that have happened to them and to their families - it's like an iceberg, you can't see it. You have to bide your time, you have to be kind… So it's trying to juggle all of that. And I believe a lot of heart has to come into your teaching.' (Macquarie)
1.2.2 'Working together, we have created an environment of safety for young Aboriginal students. We have changed the way Monash thinks about "Indigenous". Flying the [Aboriginal and Torres Strait Islands] flags is now done here - it's important.' (Monash)
1.2.3 'When I first met one of the older students, she asked if we could change the seating so the chairs weren't in rows. It reminded her of her bad experiences at school. So I moved them into a circle and afterwards I asked her if it was OK for her. She said yes - she had tears in her eyes. She also said she feels intimidated when lecturers stand or walk around. She had to feel trust in me in order to be able to say what she said.' (Macquarie)
1.2.4 'In a one hour session - especially for the younger ones - I'd have 5 or 6 activities, multiple facets, or you lose them. I stress to all the teachers, the importance of planning - or it will all just fall apart. The students will pick it in 5 minutes if you haven't prepared properly - and you can't come back from that.' (ASHE)
1.2.5 'We have students from the Daly River and the Northern Territory - they're not exactly loud in projecting their voice. But at the same time, the things they know are integral to the learning of the whole group, so we have to weigh that up. We have to be mindful that we don't lose voices. Some students have a stronger inner dialogue than an outer one. We do quite a lot of one-to-one teaching and mentoring with those students. And you have to acknowledge the non-verbal. With our Indigenous students, if you put them on the spot, that can result in a very short response, like - "It's OK", or "Yeah, good". Students are assessed on their contributions in class - this is where the teacher's awareness of diversity kicks in.' (VCAM)
1.2.6 'In teaching Koori kids, it's the relationship that is crucial, the trust. There's no hope without it. Without it, you're a shot duck, dead in the water.' (ASHE)