Enriching Work-integrated Learning: Conceptions of Integrating Indigenous Reflective Practices
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Authors
Lucas, P
Hains-Wesson, R
Supervisor
Item type
Journal Article
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Publisher
Informa UK Limited
Abstract
In an increasingly multicultural and globally connected world, educators are called to critically reflect on how their own cultural lenses shape approaches to student learning, particularly in Work-Integrated Learning (WIL). This conceptual paper explores how reflective practice in WIL can be deepened by engaging with diverse ways of knowing, such as First Nations perspectives. While Western models of reflection remain dominant, they may not fully capture the lived experiences or worldviews of all learners. By identifying the limitations of conventional reflective frameworks and engaging with alternative epistemologies through literature and informal discussions with Indigenous curriculum experts, the authors propose a more inclusive lens for understanding reflection in WIL. These reflective dialogues helped shape a model encouraging more culturally responsive and meaningful student engagement with work focused learning. The paper concludes with practical recommendations for educators seeking to respectfully integrate Indigenous ways of knowing into WIL pedagogy, contributing to more holistic and equitable learning experiences.Description
Keywords
3901 Curriculum and Pedagogy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education, Generic health relevance, 13 Education, 39 Education, Reflective practice, work-integrated learning, Indigenous understandings, philosophy, cultural context
Source
Higher Education Research and Development, ISSN: 0729-4360 (Print); 1469-8366 (Online), Informa UK Limited, 45(1), 188-202. doi: 10.1080/07294360.2025.2536286
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© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.