Both-Ways: Learning from Yesterday, Celebrating Today, Strengthening Tomorrow

Abstract

This paper will discuss “both-ways” as the philosophy which underpins course programs and operations at Batchelor Institute of Indigenous Tertiary Education, the only tertiary institution in Australia that caters exclusively to Indigenous students. This paper draws on recent research undertaken by the author focusing on the following questions: What is bothways philosophy? How is it being implemented as a teaching methodology at an Indigenous tertiary institution? What innovative practices, processes and activities can be celebrated as exemplary teaching practice? The notion of both-ways will be explored to ascertain how it is being translated into an effective teaching methodology that incorporates and embraces Indigenous knowledge into course curriculum, planning, delivery and evaluation.

Bridging Cultures Over-Under: Digital Navigation to Create Liminal Spaces of Possibility

“…The benefits of our Bridging Cultures Over-Under project have far outweighed the challenges and draw our attention to the critical nature of relationship building in effective education, but in particular, Indigenous education. It is not only a way of working but a source of strength in co-learning, co-creating and collaborating together (Bartlett, 2017;Ober, 2009;Rappaport, 2008). The process though, is not for the faint of heart as it is hard work that requires continual attention; it is truly about relationship-building, of working together as the prefix "co" implies.…”

“…The opportunity to collaborate and share our experiences is leading us as educators to explore how students value each other's individual and collective Bridging Culture Over-Under personal histories and experiences of learning and identity and how that, in turn, might revision our learning and teaching design, methodology and pedagogy, as we move into the future of Indigenous academic success. Our over-under project resonates with Ober (2009) who writes that Both-Ways is not only a philosophy, but a practice of students remaining strong in their Indigenous identity whilst navigating the higher education domain. Both-Ways is the underpinning philosophy that drives the curriculum planning and pedagogical practice at Batchelor Institute in the Northern Territory, and it is the underpinning philosophy by which the PTS program was designed and how it is delivered.…”

“…This initiated the building of relationships between the two programs through classroom Skype sessions. The basis of this unique professional relationship and friendship is the foundation for an ongoing collaboration between the two institutions to investigate how we might reframe ideological standpoints to navigate, shape, and implement methodological approaches that best support Indigenous student learning from a Two-Eyed Seeing 2 (Bartlett, 2017;Bartlett, Marshall, & Marshall, 2012), Both-Ways Knowing (Ober, 2009;Ober & Bat, 2007) perspective.…”

Working together in a good way: Relationships between local Indigenous and fly-in workers delivering a parent–child programme in remote Aboriginal communities

“…There are obstacles to both-ways learning, which cannot be forgotten. Clay and Olitt (2012) identify the ‘I know best’ (p. 23) trap as an obstacle to effective teamwork, while Ober (2009) points out, We know it is easy to talk about both-ways philosophy, but to actually put it into practice is another story. There is a power struggle, there is misunderstanding and misinterpretation, however this needs to be worked through until a negotiation is reached between key players.…”

Policy Dynamism: The Case of Aboriginal Australian Education

“…Two Way schooling also aims to enhance Aboriginal control (Hughes, 1981). Though debated on educational grounds (see McConvell, 1991) and challenged by conservative and neo-liberal discourse, the approach has become accepted as best practice in the education of Aboriginal students around Australia (Hughes, 1984; Christie, 1985: 40; Eades, 1988; Harris and Malin, 1994; Fanshaw, 1999; Ober, 2009).…”