ORIGINAL RESEARCH article
Front. Sociol.
Sec. Race and Ethnicity
Volume 10 - 2025 | doi: 10.3389/fsoc.2025.1561532
This article is part of the Research TopicReimagining Futures: Decoloniality in Higher Education – An Ubuntu PerspectiveView all 4 articles
Yarning as decolonial praxis in initial teacher training: An Australian context
Provisionally accepted
- Deakin University, Geelong, Australia
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Yarning has been a widespread practice for First Nations people across the Australian continent for approximately 70,000 years. Yarning as a process of communication has been designed to support authentic and relational connections between people, Country, ancestors, spirits, and the more-than-human realms. In recent scholarship, the process of yarning has emerged in a western context as being a legitimate research method for gathering rich qualitative data (Bessarab & Ng'andu, 2010). It has also been found to be able to support social connections, collaborations, and processing and sharing trauma (Bessarab & Ng'andu, 2010). This paper explores collaborative yarning as a pedagogical process in initial teacher training in Australia through auto-ethnographic reflections, and how engaging with yarning as a pedagogical process can challenge the neo-colonial pedagogies that have dominated higher education in Australia for over a century.
Keywords: Yarning circles, Decolonisation and education, Teacher - Education, Aboriginal, autoethnogaphy
Received: 16 Jan 2025; Accepted: 09 Jun 2025.
Copyright: © 2025 Fricker. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Aleryk Fricker, Deakin University, Geelong, Australia
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