Yearning to Yarn: Aboriginal ways of knowing and learning to support clinical placement experiences of Aboriginal health professional students

Research aims and objectives

Yearning to yarn for teaching for equity explores using Aboriginal ways of knowing and learning to support Aboriginal health professional students while they are on rural placements with University of Newcastle Department of Rural Health in Tamworth.

Establishing a framework branching from the notion and deeper understanding and appreciation of Aboriginal ways of knowing and learning through yarning has been integral to informing educators to teach for equity when engaging with Aboriginal students. Through yarning this project established understanding of the importance of Aboriginal students' cultural, social and emotional experiences in teaching practice.

Methodological approaches of collaborative dialogical inquiry with a lens of appreciative inquiry was used to grapple with both student and educator experiences and perceptions of each other to bring about new ways of knowing and learning within the educational space. Using ‘Aboriginal ways of knowing and learning’ helps support placement experiences of Aboriginal students and demonstrates the relevance of the 'old ways' to contemporary life and art.

A collection of beautifully crafted tools and objects formed a perfect complement to Yearning to Yarn. These were displayed at the Senta Taft-Hendry Museum at the University Gallery.

The project was funded via the Centre of Excellence for Equity in Higher Education’s Excellence (CEHEE) Teaching for Equity in Higher Education (ETEHE) program. The project report is available here.

Department of Rural Health contact:

Mr Simon Munro, Indigenous Academic, Tamworth

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.