Critical reflections on teaching challenging content: do some students shoot the (white) messenger?

Abstract

Racism is an enduring reality in Australian society for Indigenous Australians, reflecting the experiences of Indigenous peoples in colonized countries worldwide. While social work services delivered by Indigenous Australians might be the preferred option, the graduation rate of Aboriginal and Torres Strait Islander students from Australian social work training is low and non-Indigenous social workers provide most service delivery. As a non-Indigenous social work educator at an Australian university, I recognize that teaching culturally relevant curricula, in order to produce antiracist social work graduates who recognize racism and privilege, is crucial but challenging. The purpose of this article is to share my ongoing critical reflections, particularly with regard to student dissatisfaction and possible disengagement with difficult content, and my actions for improved teaching and learning, in order to graduate work-ready social workers.

Methods and Processes for First Nations Health Curriculum Development for Nursing, Medicine, Dentistry and Allied Health Entry-Level Programs: A Scoping Review

“…The majority of articles in this category conducted student consultations using survey tools for longitudinal and pre- and post- curriculum evaluation. Institutional subject (course) evaluation survey data was used in seven studies to inform curriculum development and evaluate student satisfaction and learning outcomes (Bernhardt et al, 2011; Gair, 2016; Kamaka, 2013; Kickett et al, 2014; Mortley, 2011; Ryder & Edmondson, 2015; Ryder et al, 2013). In five articles, brief feedback surveys were collected immediately after the delivery of a learning activity (Harmon-Vukić & Schanz, 2012; Paul et al, 2015; Smith et al, 2015; Soucy et al, 2013; Tobin et al, 2015).…”

“…In the James Cook University (Australia) study the action research group was also the Indigenous Reference Group (Duffy et al, 2013; Ross et al, 2013; Woolley et al, 2013). An Aboriginal and Torres Strait Islander Advisory Group made decisions about a subject (unit) including topics, readings and assessment for social work students, ensuring majority of readings were First Nations authored (Gair, 2016). An Aboriginal reference group was established to advise the Dean for an undergraduate medical program at Northern Ontario School of Medicine (Jacklin et al, 2011).…”

“…Institutional subject (course) evaluation survey data was used in seven studies to inform curriculum development and evaluate student satisfaction and learning outcomes (Bernhardt et al, 2011;Gair, 2016;Kamaka, 2013;Kickett et al, 2014;Mortley, 2011;Ryder & Edmondson, 2015;Ryder et al, 2013). In five articles, brief feedback surveys were collected immediately after the delivery of a learning activity (Harmon-Vukic´& Schanz, 2012; Bernhardt et al (2011, 2019a, Gair et al (2003), Gair ( , 2016, Harris et al (2012), R. G. , Keogh et al (2010), Lewis and Prunuske (2017), McConnochie and Ranzijn (2012), Morgan et al (2009), Mortley (2011), Nelson-Hurwitz et al (2019), Schmidt (2019), Shah and Reeves (2015), Smith et al (2015), Wilson et al (2015) Co-leadership 20 Bullen and Roberts (2019a), Castell et al (2018, 2019a, Francis-Cracknell et al (2017), Gair (2016), Goerke and Kickett (2013), Hays (2002), Hendrick et al (2014) 2015; Smith et al, 2015;Soucy et al, 2013;Tobin et al, 2015). Survey tools used with students included the Preparedness to Practise Questionnaire adapted for an Aboriginal health context (Paul et al, 2006(Paul et al, , 2013(Paul et al, , 2019, the Cultural Capability Measuremen...…”

Mandatory versus non-mandatory training in culturally safe practices for education staff at universities

“…Therefore, the delivery of tertiary education that is respectful of cultural differences is one approach that can help improve this problem, however challenging it may be. As stated by Gair (2016), "I recognize that teaching culturally relevant curricula, to produce antiracist graduates who recognize racism and privilege, is crucial but challenging" (p. 592).…”

“…Racism towards Aboriginal and Torres Strait Islander students in University classrooms is an ongoing issue and reflects the experiences of Indigenous people in colonised countries worldwide (Gair, 2016). Therefore, the delivery of tertiary education that is respectful of cultural differences is one approach that can help improve this problem, however challenging it may be.…”