Unsettled: Handling academic identities, frameworks, and knowledge through disruption

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The research project was located within a single faculty at a  metropolitan university with the aim of exploring the varied voiced realities of the experiences of academic health professionals undertaking to teach and research.

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Through the self-portrait voices generously offered by academic participants in the study, multiple forms of speech were noted. Interpreting the stories through Archetypal patterns links academic identities and work relationships. 

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The privilege of building trusting relationships which foster the sharing of stories and experiences is ethically bound and respected. Principles of participation, collaboration, and transformation arise through contemplating our biases, and partnerships. 

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Residing in the Global South, connecting to Country with Australia's First Nations peoples aims to enhance educational practices and healing of the self. Confronting the predominant knowledge frameworks in higher education privileges deep cultural heritage, and offers hope through a very disrupted era in society and history.

 

Likening the social to the natural world, river meandering metaphors offer a parallel story.