International Journal of Education & the Arts

Volume 15 Number 8

September 3, 2014

Reconciliation and Transformation through Mutual Learning:
Outlining a Framework for Arts-based Service Learning
with Indigenous Communities in Australia

Brydie-Leigh Bartleet
Griffith University, Australia

Dawn Bennett
Curtin University

Kathryn Marsh
University of Sydney

Anne Power
University of Western Sydney

Naomi Sunderland
Griffith University

Citation: Bartleet, B. L., Bennett, D., Marsh, K., Power, A., & Sunderland, N. (2014). Reconciliation and transformation through mutual learning: Outlining a framework for arts-based service learning with Indigenous communities in Australia. International Journal of Education & the Arts, 15(Number 8). Retrieved [date] from
Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuality and reciprocity when working with Indigenous community partners and participants. This is problematic for Indigenous service learning projects that seek to partner respectfully with Indigenous communities in Australia and elsewhere. To address this issue, the paper draws on existing international literature and data from an Indigenous arts based service learning project conducted in the Northern Territory of Australia to propose a framework centred on relationships, reciprocity, reflexivity and representation that can be adapted for future Indigenous service learning partnerships and research.

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