The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University

Autor/inn/en	Hill, Barbara; Tulloch, Marian; Mlcek, Susan; Lewis, Melinda
Titel	The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University
Quelle	In: Australian Journal of Indigenous Education, 49 (2020) 1, S.14-22 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2018.12
Schlagwörter	Cultural Awareness; Universities; Indigenous Populations; Metacognition; Online Courses; Program Descriptions; College Faculty; Faculty Development; Learning Processes; Teaching Methods; Barriers; Tests; Emotional Response; Program Content; Attitude Change; Teacher Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; University; Universität; Sinti und Roma; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Fakultät; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Emotionales Verhalten; Programmgestaltung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Ausland; Australien
Abstract	This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were requirement to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the 'journey within'. In-depth thematic analysis (Braun & Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Tan¸ Beagan, Loppie, MacLeod, & Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01