“No Shame at AIME” – a new journal article from the AIME Research Partnership

Researchers from the AIME Research Partnership are happy to announce a new publication in the Australian Journal of Indigenous Education.

The reference and abstract for the article are here:

McKnight, A.D., Harwood, V., McMahon, S., Priestly, A, Trindorfer, J. (2018). ‘No Shame at AIME’: Listening to Aboriginal philosophy and methodologies to theorise the ‘removal’ of shame from educational contexts, Australian Journal of Indigenous Education. Online first: https://doi.org/10.1017/jie.2018.14

Shame is a ‘slippery’ concept in educational contexts but by listening to Aboriginal philosophy and Country, we can rethink its slipperiness. This article contemplates how multiple understandings of shame are derived from and coexist within colonised educational contexts. We focus on one positive example of Indigenous education to consider how these understandings can be challenged and transformed for the benefit of Indigenous learners. We discuss a mentoring program run by and for Indigenous young people that is successfully impacting school retention and completion rates: The Australian Indigenous Mentoring Experience (AIME). AIME has a rule, ‘No Shame at AIME’, with the view to minimising shame as a barrier to engaging with Western education. But is this as beneficial as might first appear? Might this erode important cultural understandings of shame necessary in Indigenous education? Instead, could shame be repositioned to better align with original cultural meanings and purposes? We philosophise about the AIME rule with Yuin Country and stories from Country along with our observational and interview data. We argue AIME does not so much ‘remove’ shame as reposition it to better align with Aboriginal cultural educational practice, which positively impacts mentees.


Virtual Mentoring Potential

Our latest article about Virtual Mentoring is now published with the National Centre for Student Equity in Higher Education. The article describes our trial of ‘virtual mentoring’ using ISee technology and is a collaborative effort by Samantha McMahon, Ashleigh Johnstone, Brendon Newton, Jason Gillard, Valerie Harwood, Kate Senior, and Amy Priestly.

Virtual Mentoring Potential: exploring possibilities for extending the reach of campus-based mentoring programs

virtual mentoring image

New article now published and available

The AIME Partnership team is pleased to announce that our new article Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice is now available with the journal Pedagogy Culture and Society 


Here’s the abstract:

The Australian Indigenous Mentoring Experience (AIME) is a national, extra-curricular mentoring programme that is closing the educational gap for young Indigenous Australians. So what is AIME doing that is working so well? This article draws on a large-scale classroom ethnography to describe the pedagogies that facilitate the teacher–student relationships in this programme. We use Shawn Wilson’s theorisation of Indigenous ways of knowing in order to ‘unpack’ how these approaches succeeded in creating the egalitarian and trust-filled relationships reportedly experienced in the AIME programme.


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