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Higher Education Research & Development
Volume 43, 2024 - Issue 5
Research Article
Exploring the marking of a reflective assessment task: a collaborative autoethnography by educators navigating Indigenous allyship in higher education
Louisa Remediosa Department of Physiotherapy, University of Melbourne, Melbourne, Australia;b Institute of Health and WellbeingFederation University, Churchill, AustraliaCorrespondence[email protected]
https://orcid.org/0000-0002-8021-7327
https://orcid.org/0000-0002-8021-7327, Jessica Leesa Department of Physiotherapy, University of Melbourne, Melbourne, Australia;c Faculty of Health and Centre for Research in Assessment and Digital Learning, Deakin University, Burwood, Australia;d Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmarkhttps://orcid.org/0000-0003-0026-9432
https://orcid.org/0000-0003-0026-9432, Carolyn Cracknelle Collaborative Practice Centre, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, Melbourne, Australiahttps://orcid.org/0000-0001-9246-2752
https://orcid.org/0000-0001-9246-2752 & Joanne Boltone Collaborative Practice Centre, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, Melbourne, Australiahttps://orcid.org/0000-0002-1776-6948
https://orcid.org/0000-0002-1776-6948