Land, learning and identity: toward a deeper understanding of Indigenous learning on country

Abstract

As Indigenous land and sea Ranger programs blossomed across Australia in recent years, it became obvious to both educators and Rangers that links between Ranger groups and schools might provide a new way to re-engage young people with education. The phrase Learning on Country has recently emerged in the Northern Territory to describe a program that takes students out of the classroom and onto ‘country’ and involves Rangers, teachers and community members in a collaborative approach to teaching and learning. The approach has been supported not only by several remote Indigenous communities, but also by a range of local, Territory and national government departments and agencies. While enthusiasm is high, various stakeholders do not always share perceptions of Learning on Country rationale, aims and outcomes. In this paper we explore these differences and draw on learning theory to suggest a pathway toward a deeper understanding of the enormous potential in Learning on Country.