دورية أكاديمية
Exploring the Marking of a Reflective Assessment Task: A Collaborative Autoethnography by Educators Navigating Indigenous Allyship in Higher Education
| العنوان: | Exploring the Marking of a Reflective Assessment Task: A Collaborative Autoethnography by Educators Navigating Indigenous Allyship in Higher Education |
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| اللغة: | English |
| المؤلفون: | Louisa Remedios (ORCID |
| المصدر: | Higher Education Research and Development. 2024 43(5):1156-1170. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Reflective Teaching, Praxis, Teacher Collaboration, Cultural Awareness, Safety, Indigenous Populations, College Faculty, Health Occupations, Professional Personnel, Racism, Barriers, Access to Health Care, Health Needs, Postsecondary Education, Teacher Student Relationship, Feedback (Response), Assessment Literacy, Foreign Countries, Student Needs |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/07294360.2024.2315045 |
| تدمد: | 0729-4360 1469-8366 |
| مستخلص: | The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students' written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors' discussions and a framework was developed in response to repeating sites of tension. "The Indigenous allyship assessment framework: sharing the load" was framed around the central theme of Navigating the Unsettling. It specifically draws attention to navigating the "Personal (Heightened Responsibility" and "Partial Knowledge)," "Pedagogical (Judge the Meaningful" and "Feedback Conversations)" and "Persons and Processes (systems) (Efficiency Culture" and "Cost of Marking)" tensions. Our conclusion was that non-Indigenous educators need to consciously navigate unsettling challenges to do justice to assessment tasks to promote cultural safety. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1427768 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0729-4360 1469-8366 |
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| DOI: | 10.1080/07294360.2024.2315045 |