Embedding Indigenous Perspectives in Tertiary Outdoor Education, a Reflective Case Study
Details:
11:00 -11:50 pm
6th of December
Room: 1N 206
Craig Kappes
This is a reflective case study on the considerations and processes of embedding Indigenous ways of knowing, being and doing to subjects contained within the Bachelor of Outdoor Leadership (SBOL) and the Bachelor of Outdoor Environmental Science (SBOE) at Victoria University.
This is a process that has included consultation with and input from the Moondani Balluk Aboriginal Academic Support Unit at Victoria University aligned with the Bathelmun Yalingwa Strategy V.U. (2017), UA (2022), UNESCO (2013). Both courses contain several subjects that are delivered and facilitated on Country. With the help and guidance on the Moondani Balluk unit we are working towards developing relationships with the local Knowledge Holders and Custodians from those areas where subjects take place. This process of ‚ curriculum reconciliation, J. Kennedy et al. (2019) is aimed at reconciling disciplinary knowledge with Aboriginal Knowledges that is situated in places and on the Country where they are taught and facilitate.
About the Presenter
Motivated by a passion for experiential learning and adventure, I am a dedicated tertiary educator focused on designing, facilitating and engaging with a wide range of curricula often delivered in remote and wilderness settings. With a diverse background in outdoor adventure, experiential education and environmental science, I carry a unique blend of academic knowledge and real-world experience to these authentic and often beautiful learning environments
