Sharing stories

The guiding values within the Jindaola space, grounded in the Aboriginal knowledges of this place, are respect, responsibility, and reciprocity. This means that grant recipients within an interdisciplinary cohort periodically come together and contribute to the knowledge exchange with the guidance and grounding of these values. The value of reciprocity ‘ngapartji ngapartji’ – the act of giving and taking – takes on a central role in the sharing of knowledge, experience, and journey. Sharing takes place in the most creative and relevant ways with the vision to inspire and inform the other groups within the cohort.

Group of people in the bush around a campfire
2 women in a workshop
Man in the bush
Group of people around a campfire in the bush

Jindaola is a localised Aboriginal way that guides an individual’s and groups’ journeys towards Curriculum Reconciliation. Every walk, every way and every journey is unique, embedded and in relationships with an individual’s and groups’ disciplinary values, and therefore all outcomes are unique to the individual’s and groups’ own experiences. As for the individual participant, Curriculum Reconciliation itself is a continuous walk instead of a fixed destination. Below, past and current cohorts showcase their landscapes, relevant in the particular context and point in time, and they share their way to create same-same relationships between Aboriginal Knowledges and relevant disciplinary Knowledges.

Jindaola, the carrier of sacred Knowledges.

A glimpse into its conception and reception.

Jindaola, the carrier of sacred knowledges

Jindaola is the Dharawal word for Goanna. Jindaola within our dreamings he walks from place to place, teaching people the proper way for conducting business. Jindaola is a professional development program for staff at the University. It takes an Aboriginal approach to supporting staff to embed Aboriginal perspectives and knowledges into the curriculum.

Jindaola is part of Yuin law and so Jindaola is situated within this Country and the way in which that related to UOW is that the majority of onshore campuses sits within Yuin.

It’s made possible through funding from the office for the Pro Vice Chancellor Inclusion and Outreach. It’s designed and developed by staff from Learning, Teaching & Curriculum and it draws participants from across all faculties at the University of Wollongong and continues to expand annually.

It has reinforced my confidence in what I was already doing in my curriculum and working with a team of people, it has given me the confidence, that I’m not the only person trying to make these changes. It’s really great to work within a team that are doing the same thing.

As geographers, we are really interested in reimagining not just what our students learn but how our students learn in a way that fundamentally respects this country that we stand on

and the deep history of the people from this place.

We're taking the approach that we need to scaffold Aboriginal knowledges we begin with raising student cultural awareness and we're aiming to end with graduates who have a deep authentic understanding of cultural responsiveness and the need for cultural humility.

Jindaola asks us to take a holistic view of the curriculum. For the business faculty this meant understanding our current landscape, understanding the current knowledges that exist within our curriculum and then gaining an understanding of Aboriginal knowledges and looking at the ways that these two areas can come together and respect the relationship that they form.

It gives me lots of support and makes me feel like there's lots of people within the University who are looking to try and make these changes and improve things for Indigenous Australians and the way that education is delivered.

It brings together the participants with staff from Learning Teaching & Curriculum and Aboriginal community through informal and formal gatherings so they can collaborate together and take a journey together. Learn together; solve problems together in a collaborative and authentic knowledge exchange to embed Aboriginal perspectives into the curriculum.

So he's left these tracks for us long before we was even here and those tracks represent for us part of our law and to follow in these tracks will ensure for us a meaningful and respectful and appropriate way of approach to the embedding of Aboriginal knowledges and perspectives within curricula.

Publications by Jindaola participants

Atchison, J., & Kennedy, J. (2020). Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola. Journal of University Teaching & Learning Practice, 17(4), 8.

Boscacci, L. (2016). Ways to Cross Country: On ‘Thinking Landscapes’. Material Ecologies Rsearch Network/ MECO blog. 

Cavanagh, V., & Standley, P. (2020). Walking in the landscapes of our ancestors-indigenous perspectives critical in the teaching of geography. Interaction48(1), 14. 

Goldfinch, T., Prpic, J. K., Jolly, L., Leigh, E., & Kennedy, J. (2017). Australian engineering educators’ attitudes towards Aboriginal cultures and perspectives. European Journal of Engineering Education, 42(4), 429-444.

Howe, C. (2019). Writing on common ground: the lyric essay as a decolonising form. TEXT: Journal of Writing and Writing Programs 23(2), 1-13. 

Kennedy, J. E., Thomas, L. K., Percy, A. J., Avena, J. I., Dean, B. A., Harden-Thew, K., ... & De Laat, M. F. (2019). An Aboriginal way towards curriculum reconciliation, International Journal for Academic Development, 24:2, 148-162. 

Kennedy, J., Thomas, L., Percy, A., Delahunty, J., Harden-Thew, K., Martin, B. & Dean, B. (2018). Jindaola: An Aboriginal way of embedding knowledges and perspectives. 

Kennedy, Jade. An Aboriginal way to build knowledge-based relationships into curriculum. HERDSA Connect, Vol. 41, No. 3, Spring 2019: 24-25. 

Mika, J. P., Colbourne, R., & Almeida, S. (2020). Responsible management: An indigenous perspective. In Research Handbook of Responsible Management. Edward Elgar Publishing. 

Sutherland, K. (2019). Emerging voices and trends in academic development. International Journal for Academic Development, 2, 93-96.

Jillene Harris, Uncle Mallyan Brian Grant, Aunty Wirribee Leanna Carr-Smith, Simone Gray and Leonie Miller. (2020) Authentically modifying a first year psychology subject. In B. Hill,  J. Harris, & R. Bacchus (Eds.), Teaching Aboriginal Cultural Competence: Authentic approaches. Springer.

Kennedy, J. E., Thomas, L. K., Avena, J. I.,... & De Laat, M. F. (2019). Jindaola, an Aboriginal way for curriculum development. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation (pp. 1-9). Singapore: Springer.

Miller L.M., Harris, J., & Kennedy, J. (2019). Aboriginal approaches to facilitating critical reflexivity in undergraduate psychology, Australian Psychology Learning and Teaching (AUSPLAT) Conference, Melbourne, Australia, 13-15 September.

Miller L.M., & Kennedy, J. (2019). Extending the Assessment Base for Critical Reflexivity: Embracing Learnings from an Aboriginal Way, 4th International ProPEL (Professional Practice, Education and Learning) Conference, Sydney, Australia, 9-11 December.

Miller L.M., Roodenrys, S., Dale, E., & Kennedy, J. (2019). Getting past awkward in the Aboriginal knowledges space: Strategies to reduce hesitancy and fear of offence in consciously ignorant non-Aboriginal teachers, Australian Psychology Learning and Teaching (AUSPLAT) Conference, Melbourne, Australia, 13-15 September.

Phelan, Adam, Kennedy, Jade, Hampton, Celestine, Wicks, Taylah, Almeida, Shamika, Clarke, Rodney, Gibbons, Belinda, Norris, Justin, Turbill, Jan & Verrucci, Nadia. (2019). An Aboriginal Way: Redefining Partnerships as a Shared Journey. CR+3 Conference (pp. 1-6). Latrobe, Australia.