From one songline to another : Aboriginal and Torres Strait Islander students’ study tour journey of Indigenous connection and solidarity

• Main Authors: Truong, Son (R17154), Gray, Tonia (R16988), Downey, Greg, Jones, Benjamin T., Power, Anne (R8415), Hall, Timothy J. (R13503)
• Other Authors: Hall, Timothy (Editor), Gray, Tonia (Editor), Downey, Greg (Editor), Singh, Michael (Editor), School of Education (Host institution), School of Business (Host institution)
• Format: Book Part
• Language: English
• Published: Switzerland, Palgrave Macmillan 2018
• Subjects: 130103 - Higher Education; 130301 - Aboriginal and Torres Strait Islander Education; 130313 - Teacher Education and Professional Development of Educators; 939901 - Aboriginal and Torres Strait Islander Education; international education; education; higher; transformative learning; Aboriginal Australians; Torres Strait Islanders; First Nations
• Online Access: http://ezproxy.uws.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1839086&site=ehost-live&scope=site&ebv=EB&ppid=pp_323; http://handle.westernsydney.edu.au:8081/1959.7/uws:47217; https://doi.org/10.1007/978-3-319-74579-4_20

This chapter examines the experiences of eight Aboriginal and Torres Strait Islander preservice teachers on a study tour with a focus on Indigenous Studies to a Canadian university. Educational activities included: cultural exchange with First Nations Elders, academics, and students; introduction to Canadian Indigenous Studies; and field trips to significant cultural sites. Through semistructured interviews and photo elicitation the participants in this case study reflected upon their experiences of personal and professional development. The analysis of the students’ retrospective accounts reveals emergent themes of connection, identity, language, healing, and action. The students’ interpretations indicate the transformative potential of overseas educational experiences to inform their future teaching practices and foster connections to Indigenous identities and cultures locally and abroad. The sense of shared historical experiences made the inter-cultural connection not just one of solidarity, but also a validation of students’ own experiences of marginalization. The findings speak to the importance of these types of inter-Indigenous exchange as well as a design of outward mobility experiences that recognize the potential for solidarity and healing. The students’ experiences of connection and identity generate the sorts of reflection that are part of a broader global movement amongst Indigenous groups towards cultural renewal.