Students as co-creators of an Aboriginal & Torres Strait heritage garden and interactive maps

• DOI: 10.14742/apubs.2022.209
• Publication Date: 2022-11-23T04:34:09Z
• Authors: Isabelle Lys; Rosanne Quinnell; Peter Weyand; Bruce Phillips (M...; Kate Mochrie (nee...
• Keywords: Traditional Knowledge

Over the last decade in response to Universities Australia National Best Practice Framework for Indigenous Cultural Competency (2011), Australian Higher Education curricula have become increasingly permeable First Nations ways of knowing being and doing. Online Campus Floras ("Turning campus grounds into botanical learning teaching spaces,"Quinnell, The University Sydney, 2020) can offer valuable resources biology experiential place-based beyond (e.g., ecology, human geography, storytelling) as Aboriginal Torres Strait Islander heritage walking trails (Muecke & Eadie, 2020), portals translate intergenerational knowledge by offering cultural, everyone 2020). Partnerships between schools, two universities (one Brisbane one Sydney) respectful working practices with holders use co-designed citizenship science projects create, curate disseminate location information about Knowings plants incorporating objects (photos, videos) derived from observations flora at a university Brisbane, Queensland, is first its kind create distinctive environment celebrating co-creation alongside curriculum via technology. value outdoor context Nations’ cultural connections living worlds well-documented, most gardens Royal Melbourne Institute Technology("RMIT Keelbundoora scarred trees trail," Murdoch ("Murdoch University: Ngoolak, Poolgala Koorloo Walk Trail," Monash ("Monash University:Aboriginal 2020)), Sydney (“Patyegarang Language Trail, 2016). In addition, citizen approaches offered means students experts collaborate an online whilst outdoors Pettit et al., 2014; Struwe 2014). Citizen applications like iNaturalist App, resolve challenges collaborators (students experts) when unable physically meet due remote locations COVID-19 restrictions, work equal partnership develop their digital literacies resources. Here, plant was gathered external plants/garden local consultant our school regular guidance consultation. Learning (i.e. plants, yarning circles, native beehives) were crafted virtual educational tour using mapping system App facilitate blended experiences. Students follow up participating development appropriate inclusion this curriculum. Use these widen participation outcomes deeply embed perspectives leading preservation promotion both national international audience. Permission share resource Nations, schools secured. Implications further practice include other universities, linking websites.