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Increasing numbers of Australian students are travelling overseas to undertake short‐term work‐integrated learning placements with community development organisations. In light of recent criticisms emerging in academic and public commentary on short‐term international volunteering, this paper highlights the need for a support curriculum that caters for students from diverse discipline backgrounds, often with little or no previous understanding of community development principles or intercultural engagement. In doing so, we question who is best placed to develop an appropriate curriculum and what might it look like. We draw on Macquarie University's Professional and Community Engagement community development programme to critically reflect on the importance of engaging with diverse knowledge frameworks, approaches to learning and subject expertise of our international community partners. In particular, this paper showcases a community‐based development module co‐created with community partners that aims to encourage students to rethink western‐dominated understandings of development, poverty and inequality. To conclude, we explore how co‐creating curriculum with community partners unsettles assumptions of the university as the only site of expert knowledge and knowledge‐making practices, and reflect on the challenges encountered as we try to contribute to the development of socially and environmentally conscious students.

Yolŋu people living in northeast Arnhem Land regularly celebrate their connections with the Macassan trepangers from Indonesian Sulawesi in storytelling, art and music. The history of this contact is well known in academic literature, and these stories of Macassan contact are told regularly by Yolŋu people to tourists visiting northeast Arnhem Land. This paper explores the impact that hearing stories about the Macassans from one Yolŋu family's tourism business had on a group of Australian Indonesian language teachers, visiting as part of an Endeavour Language Teaching Fellowship. It draws on ideas related to telling and hearing stories and argues that these particular stories enabled the teachers to make powerful connections: with each other and with Australia's histories and geographies. The paper also explores the ways in which the teachers went on to become storytellers themselves, using stories to make connections in their students' learning.

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