In the audio and video files in this section learners and trainers talk about their experiences of shame, as well as mechanisms to build a supportive and inclusive learning environment.
The concept of shame used by Aboriginal English speakers is broader than the non-Indigenous use of the word. The meaning of shame extends to include embarrassment in certain situations (Leitner & Malcolm 2007:169) and is often due to attention or circumstances rather than as the result of an action by oneself (Vallance & Tchacos 2001). The feeling of shame can totally overwhelm and disempower a person.
Don is a qualified mechanic. He has worked in this role for over 30 years in an Indigenous community.
Heleana is a trainee teacher and is enrolled in a Bachelor of Teaching and Learning. She previously worked in the areas of land management and eco-cultural tourism. She has completed the Certificates II and III in Spoken and Written English and is completing her final units in a tertiary preparation course concurrently with her teaching studies.
Joel is a work-based apprentice at a regional university campus. He is currently enrolled in Certificate III in Business and is working in an office environment. He has previously completed Certificate III in Music and Certificate in Commercial Cookery
Angelee is a work-based apprentice. She is currently enrolled in Certificate III in Business and is working in an office environment.
Victor is a ranger supervisor in an Indigenous community. He has previously completed Certificate III in Conservation and Land Management.
Marita is enrolled in Certificate II in Spoken and Written English. She lives in an Indigenous community and periodically travels to a regional centre where her course is delivered in intensive study blocks.
Nardene is the current Vice-Chancellors Indigenous Career Cadet at Charles Darwin University. She is studying a Bachelor of Commerce specialising in marketing. She previously completed a Certificate IV in Marketing and a Certificate IV in Community Services.
Fred is a VET trainer. He delivers Certificate I in Work Preparation in Indigenous communities. Most training is conducted in the workplace.
Identify elders who can act as role models and/or support or mentor younger people in the workplace and in training
Build links between communities, workplaces, workplace supervisors and training
Use Indigenous trainers and support staff to deliver and support training, where available
Communicate to students what academic and other support services (such as Indigenous support academic support, tutoring and library services) are available and facilitate their access to them
Take time to explain to students how training and the training institution works
Facilitate student access to study facilities out of course hours, particularly in communities
Motivate students by building a collegial learning environment
Include collaborative group work into training and assessment
Communicate clearly, in a form and style that learners can understand
Deliver training from locations where the learners are comfortable, including outdoors
Give clear and explicit instructions and direction. Let learners know what skills and knowledge they need to focus on
Clearly express the aims of the training and what the student should aim to achieve
Ensure the curriculum and the course content is relevant to the learners and acknowledges their world view
Increase knowledge and awareness of Indigenous culture and world views through ongoing formal and non-formal professional development and interactions
Listen. Find out what is going on in individual student's lives
Give learners space, or leeway, to accommodate things happening in their lives
Offer your support and follow through with providing it
Make yourself approachable to students
Provide opportunities for students to build relationships with each othe
Establish a peer support mechanism. Speak to students respectfully, as equals
Spend time individually with students, particularly those who are quiet, to ensure they understand the work and can ask questions
Recognise and acknowledge learners' developing skills and knowledge and encourage their ongoing participation and progression in education and training
Find out in a sensitive manner about any kinship taboos, gender or relationship issues that may impact on learner's working together
Don't draw undue attention to individual students in the classroom