Block mode of university study revisited
The team of assembled researchers, led by Professor Lynette Riley, is now finishing work on a small pilot study, focusing on the perspectives of alumni of two degrees offered through the Block model: The Bachelor of Education (Secondary: Aboriginal) and the Master of Indigenous Languages Education (MILE).
The pilot work has been supported by the Sydney Social Sciences and Humanities Advanced Research Centre (SSSHARC) Research Impact Accelerator program.
The Block model allows students to undertake intensive blocks of study on campus, while completing the remainder of the required study off campus.
This model has been widely supported by Aboriginal and Torres Strait Islander students because it enables them to remain on Country for the majority of their studies.
As its prevalence as an optional mode of study has decreased, there have been calls for Aboriginal-led research to investigate and lay clear the benefits of this mode of study.
The project team provides this perspective, both in its composition, the majority of the team are Aboriginal researchers, and in the research design, which embeds consultation with Aboriginal education professionals at key points throughout the project.
When Aboriginal and Torres Strait Islander people have a genuine say in the design and delivery of services, better life outcomes are achieved.
The research primarily involved compiling interview data from eight graduates who completed their degrees in Block mode.
They were asked to reflect on their lived experiences during the degree and how the Block model influenced their learning.
The interviews also provided the opportunity to explore the longer term and broader effects of Block-learning as they moved on following graduation.
The initial findings from the interview data have been extremely compelling.
A key finding indicates that Block mode was essential in allowing many of the graduates to enrol in university study to begin with.
Many of the participants reported having community ties, caring responsibilities, or financial commitments that would have made a more-standard, totally on-campus studying experience more difficult, if not impossible.
Participants were also keen to discuss the camaraderie and supportive atmosphere they experienced within their cohorts.
In some cases this strengthened their sense of Aboriginal and Torres Strait Islander identity.
These effects often rippled through their communities and allowed those who graduated to go forth and act as role models to others.
The research team hosted a forward planning workshop early on to seek wider Aboriginal perspectives on the direction of the project and potential funding routes.
The assembled group agreed unanimously about the necessity for this research to evaluate Block programs both at Sydney and beyond to establish their ongoing role in indigenous education and leadership development.
Riley and the team received funding and project management support from SSSHARC via the Research Impact Accelerator, which aims to bring impact to the forefront of the research agenda, while also allowing space for capacity building among FASS early to mid career researchers (EMCR's).
Professor Riley brings expertise in community consultation and the use of participatory action research methods to her role as team lead, she has contributed significantly to Aboriginal education pedagogy across four decades.
Dr Lorraine Towers, also from Education and Social Work (SSESW), is the Director of the Indigenous Studies major and has experience in teaching on Block-mode programs.
Associate Professor Christine Evans (now at UNSW) is the university’s Pro-Vice Chancellor Indigenous Education. She also has experience as a secondary teacher with a longstanding commitment to improving initial teacher education.
Dr Susan Poetsch, also from SSESW, is the Program Director of MILE. She has helped to establish a network of current students and graduates from the program, many of whom have participated in this pilot study.
Mirritya Ebsworth is a PhD candidate at Western Sydney University and MILE graduate (2021). She brings lived experience of Block-mode learning and a strong desire to contribute to improving outcomes for other First Nations students and communities.
The group’s complementary skills in Aboriginal education make for a dynamic, capable and well-rounded team and broader stakeholder and community network.
