444
S. Emery et al.
capital refers to educational attainment and qualifications and can be viewed as the
objective of school settings.
6.2 Reciprocal Relations Between Community and SRs
Working in the community provides a tangible application of student researcher skills
in the midst of lengthy individual Ph.D. research projects that are often isolating
and abstracted from ‘the real-world’. Research suggests that when SRs are engaged
in meaningful activities that are related to their research in some way, they are
more engaged with their studies and have better wellbeing (Baker and Lattuca 2010;
Pyhältö and Keskinen 2012). To see theory in practice, and to see your research used
and applied in the community is an empowering experience which helps to fuel the
momentum for continuing on a Ph.D. journey (Pyhältö and Keskinen 2012).
The DMWB event provided an opportunity for SRs to apply their theoretical
knowledge of sustainability engagement in a tangible and practically relevant way.
The event was strongly connected with both SRs’ research areas and was an opportunity to see how theoretical ideas ‘play out’ in real time and space, such as children’s interpretations of what sustainability means. The event also acted to galvanise
SR relationships with key practitioners in their discipline field, such as participating teachers and community organisations delivering environmental sustainability
workshops on the day.
It was through SRs’ combined cultural capital that they were able to facilitate the
event. One SR had previous experience as a school teacher, which meant they had
an intimate understanding of what is required for teachers to participate in all-day
off-site excursions (e.g. forms, procedures). The other SR had a work history in environmental behaviour change engagement which formed a key asset in constructing
the program of the day. In addition, because the SRs were a part of the University,
they were eligible to apply for funding to support the event. The SRs provided access
to the grant and the skills and expertise in the development of the application, which
was successful.
Similarly, the partnership between the SR and the cultural arts educator and students provided opportunities for enhancing cultural capital for all partners involved.
The activation of cultural capitals between the SR and the cultural arts educators
and students was encompassed within the beneficial relationship which educators
perceived as supporting students’ cultural wellbeing (Emery et al. 2015).
In this exchange, the cultural arts class provided a tangible location for exploring
the concept of cultural wellbeing and considering ways in which Aboriginal culture and broader concepts of culture interacted with cultural wellbeing (the focus
of the SR’s research). In return the SR offered to the cultural arts class a sounding
board; assistance with connecting the enacted curriculum in the class to the ACARA
curriculum; opportunities for students in the cultural arts class to exercise their leadership in the community through teaching others valued cultural practices which we
argue enhances community wellbeing.
S. Emery et al.
capital refers to educational attainment and qualifications and can be viewed as the
objective of school settings.
6.2 Reciprocal Relations Between Community and SRs
Working in the community provides a tangible application of student researcher skills
in the midst of lengthy individual Ph.D. research projects that are often isolating
and abstracted from ‘the real-world’. Research suggests that when SRs are engaged
in meaningful activities that are related to their research in some way, they are
more engaged with their studies and have better wellbeing (Baker and Lattuca 2010;
Pyhältö and Keskinen 2012). To see theory in practice, and to see your research used
and applied in the community is an empowering experience which helps to fuel the
momentum for continuing on a Ph.D. journey (Pyhältö and Keskinen 2012).
The DMWB event provided an opportunity for SRs to apply their theoretical
knowledge of sustainability engagement in a tangible and practically relevant way.
The event was strongly connected with both SRs’ research areas and was an opportunity to see how theoretical ideas ‘play out’ in real time and space, such as children’s interpretations of what sustainability means. The event also acted to galvanise
SR relationships with key practitioners in their discipline field, such as participating teachers and community organisations delivering environmental sustainability
workshops on the day.
It was through SRs’ combined cultural capital that they were able to facilitate the
event. One SR had previous experience as a school teacher, which meant they had
an intimate understanding of what is required for teachers to participate in all-day
off-site excursions (e.g. forms, procedures). The other SR had a work history in environmental behaviour change engagement which formed a key asset in constructing
the program of the day. In addition, because the SRs were a part of the University,
they were eligible to apply for funding to support the event. The SRs provided access
to the grant and the skills and expertise in the development of the application, which
was successful.
Similarly, the partnership between the SR and the cultural arts educator and students provided opportunities for enhancing cultural capital for all partners involved.
The activation of cultural capitals between the SR and the cultural arts educators
and students was encompassed within the beneficial relationship which educators
perceived as supporting students’ cultural wellbeing (Emery et al. 2015).
In this exchange, the cultural arts class provided a tangible location for exploring
the concept of cultural wellbeing and considering ways in which Aboriginal culture and broader concepts of culture interacted with cultural wellbeing (the focus
of the SR’s research). In return the SR offered to the cultural arts class a sounding
board; assistance with connecting the enacted curriculum in the class to the ACARA
curriculum; opportunities for students in the cultural arts class to exercise their leadership in the community through teaching others valued cultural practices which we
argue enhances community wellbeing.