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1.
Rural and Aboriginal and Torres Strait Islander (Indigenous) health content in undergraduate health science curricula in Western Australia has been limited. In 2008, a three-and-a-half-day, rurally-based, intercultural and inter-disciplinary programme for academics from three universities aimed to improve how academics prepared health science students for work in this area. Situated learning theory underpinned the programme's design, which prioritised context and participation in the construction of knowledge: academics lived ‘on country’ and participated in the lived experience of a rural and Indigenous community. Semi-structured phone interviews with 21 academics four months later indicated this approach had radically changed thinking and led to a desire to improve rural and Indigenous health and teaching practice. Targeting academics to learn about rural and Indigenous health in situ is one promising strategy for improving undergraduate health science education in this priority area. 相似文献
2.
Gawaian Bodkin-Andrews Virginia O'Rourke Renee Grant Nida Denson Rhonda G. Craven 《Educational Research and Evaluation》2013,19(6):471-493
Within the field of quantitative research, the diverse and negative effects of racial discrimination have become increasingly documented across a number of outcome variables (including physical, mental, and social wellbeing); however, research on the direct effects of racism is less evident within educational settings. The present investigation explored the negative impact of perceived racial discrimination, in addition to perceptions of cultural respect (Multiculturation) on both objective (e.g., student grades) and subjective (e.g., importance of school) schooling outcomes for a sample of Indigenous Australian and non-Indigenous Australian high school students. Perceived racial discrimination was found to be one of the strongest negative predictors of a number of outcomes for Indigenous Australian students, and Multiculturation was also found to have substantial positive relations with the subjective schooling outcomes for the same group of students. That the results were also generalisable to the non-Indigenous students suggests that attempts to combat racism and promote respect may benefit all members of society. 相似文献
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Hutchings Kate Bainbridge Roxanne Bodle Kerry Miller Adrian 《Research in higher education》2019,60(2):245-272
Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.
相似文献4.
ABSTRACTAs Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in The Framework (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n?=?297) were invited to complete an online survey before and after the course. Students’ experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (η2?=?0.57) indicated a large effect. Students’ satisfaction with course quality was high (M?=?4.1 SD?=?0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students’ cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice. 相似文献
5.
Australian undergraduate programs are implementing curriculum aimed at better preparing graduates to work in culturally diverse settings, but there remains uncertainty over the role of extant student attitudes towards Indigenous Australians. To begin to address this, we obtained baseline data on student attitudes upon entry to tertiary education. 1175 health science first-year students (275 males, 897 females) completed an anonymous in-class paper questionnaire. On average, students reported positive attitudes towards Indigenous Australians, with female students reporting more positive attitudes than male and domestic students more positive than international. Hierarchical multiple regression analyses indicated that after controlling for demographic variables, interactional diversity experiences and attitudes accounted for significant variance in a range of measures of preparedness to work in Indigenous health contexts. The knowledge gained will inform the development of, and alignment between, curriculum and pedagogical approaches, leading to an improved facilitation model for educators in the Indigenous Studies context. 相似文献
6.
While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other than English (LBOTE) in Australian schooling policy – students with LBOTE. The second deals with the ‘closing the gap’ approach to Indigenous schooling. The LBOTE case demonstrates an attempt at recognition, but one that fails to create a category useful for policy-makers and teachers in relation to the language needs of Australian students. The Indigenous case of policy misrecognition confirms Gillborn’s analysis of gap talk and its effects; a focus on closing the gap, as with the new politics of recognition, elides structural inequalities and the historical effects of colonisation. With this case, there is a misrecognition that denies Indigenous knowledges, epistemologies and cultural rights. The contribution of the paper to policy sociology is twofold: first in showing how ostensive politics of recognition can work as misrecognition with the potential to deny redistribution and secondly that we need to be aware of the socially constructed nature of categories that underpin contemporary policy as numbers and evidence-based policy. 相似文献
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Hannah K. Miller 《Environmental Education Research》2018,24(6):845-858
Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco – a non-white, non-American undergraduate – engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco’s experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on ‘grit’ narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs. 相似文献
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While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and ‘messy’ ontological and epistemological positions. This paper explores ways of engaging with this ‘messiness’. Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges. 相似文献
10.
Unacceptable inequity in health status between Indigenous and non-Indigenous Australians remains despite much work in the area. The imperative for graduating health professionals capable and ready to work with urban and rural Indigenous communities has led to a focus on curriculum development, but less focus has thus far been applied to academic staff capability to deliver the content. We surveyed academic staff at a large multi-campus Australian university on their practices and attitudes towards teaching Indigenous content in health professional programs. Indigenous and non-Indigenous academic staff were surveyed online about whether Indigenous content was included in the curricula they taught; whether they felt confident and capable of delivering curricula related to Indigenous issues; what challenges they found in including Indigenous content; and what, if any, supports and resources they felt were needed. Sixty-three per cent of respondents said that they included Indigenous content in their curricula, but 43% said that they did not access Indigenous resources; 60% reported feeling awkward, unsure or avoided teaching Indigenous content; most (74%) were comfortable teaching discipline-specific content to Indigenous students but only 26% felt comfortable teaching Indigenous content to Indigenous students. The findings reflect a level of discomfort experienced by some academic staff when teaching Indigenous content in health professional degrees. Reasons for this include being worried they would make mistakes, not knowing what to teach and finding it ‘too hard’. We suggest that three levels of action are required within universities to address this discomfort in academic staff: (i) provide a rationale (‘why’ teach Indigenous content); (ii) develop a plan (‘where’ and ‘what’ Indigenous content to teach) and (iii) develop capability in academic staff regarding ‘how’ to teach Indigenous content. 相似文献
11.
Over the last decade, there has been a steady increase in the number of Indigenous graduate research students in Australia, yet research and pedagogy has not kept pace with changes underway in the sector. From an extensive search of literature published between 2000 and 2017, 15 papers (representing 10 research projects conducted by seven teams or authors) were identified that addressed Indigenous graduate research student experience. Overall, the literature tends to focus on identifying barriers to completion, noting in particular the impact of financial difficulties, social isolation and racism. A research degree is a key site for the assertion and legitimation of Indigenous knowledges, and it is here that Indigenous students are navigating tensions between legitimated disciplinary practices of the centre and the peripheral status of Indigenous knowledges. We, therefore, adopt Herbert's ‘centre–periphery’ model to interpret the research, arguing that this framework explains the focus on barriers, the neglect of pedagogy centred on academic excellence and student strengths, and research relationships between students and Indigenous communities. Our review identifies the need for a systematic research agenda specifically focused on Indigenous student success at the graduate research level, and looking internationally in order to assess the performance and strategies of Australian higher education providers in comparison to international institutions meeting the aims of First Nations research communities. This approach, we suggest, should move beyond an analysis of the nature of enablers and barriers to focus on Indigenous Higher Degree by Research success. 相似文献
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AbstractIndigenous women stand in solidarity on the frontline of refusal, protecting their ancestral homelands and their ways of life across North America and beyond. The Indigenous stand-off at Standing Rock in opposition to the Dakota Access Pipeline inspires this photo series of vignettes where Indigenous voices accompany images of Indigenous women in their battle as frontline water protectors. The intention of these vignettes is to share the intimacy of Indigenous experiences on the frontline that challenge perceptions of Indigenous women and instead situate them as warriors of wellness in the face of violence. The frontline in this reality represents the contested space where Indigenous people gather to refuse settler-colonial violence against Mother Earth, territorial lands, and Indigenous Peoples. Through the photo essay, we observe how Indigenous women reclaim identity through language revitalization, commitment to original instruction, and the right to visibility. Indigenous women define their missions of wellness and address direct challenges to community health they overcome in these spaces of refusal. 相似文献
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J. Célèste Kee 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):89-103
Using several case studies drawn from Freire’s cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth. 相似文献
15.
Amanda Keddie 《International Journal of Inclusive Education》2013,17(9):1001-1016
This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser's theories of redistributive and recognitive justice, with Indigenous feminists' equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls' capacities for self-determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides significant insight into how schools can begin to reconcile the double bind of racism and sexism that continues to stymie the schooling and post-school outcomes of Indigenous girls. 相似文献
16.
The context of this paper is a strategy at a large Australian university that involves embedding a new graduate quality ‘cultural competence’ and lifting the profile of Aboriginal and Torres Strait Islander cultures, experiences and histories. It has been argued that the inclusion of Indigenous knowledges is essential for the decolonisation of our higher education institutions. Decolonisation involves removing the barriers that have silenced non-Western voices in our ‘multi-cultural’ higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper, we suggest that our university’s suite of graduate qualities can provide a locus for work at the cultural interface between Indigenous and non-Indigenous knowledges. While these qualities may be firmly embedded within Western ways of knowing, being and doing, they can nonetheless be used to interrogate and revisit Western disciplinary knowledge construction and pedagogy so as to help bring about institutional change. 相似文献
17.
《Critical Studies in Education》2013,54(3):338-352
Drawing on the work of Martin Nakata, this paper brings into focus the everyday complexities involved in the cultural interfaces that educators, both Indigenous and non-Indigenous, negotiate in order to promote children’s engagement with formal education processes. Analysis of emergent data from a recent evaluation of a preschool education programme operating in 35 rural and remote Indigenous communities in Queensland, Australia, revealed that educators struggle to situate their own knowledge and experiences in relation to the knowledge and experiences of others in both the educational and cultural contexts in which they work. A series of composite vignettes reporting the experiences of early childhood educators across these communities is used to examine the pedagogical opportunities available to educators when they are able to recognise the value of the knowledge and experience of all those involved in a child’s educational success. 相似文献
18.
Previous results have shown possible cultural differences in students’ achievement goals endorsement and in their relations with various predictors and outcomes. In this person-centered study, we sought to identify achievement goal profiles and to assess the extent to which these configurations and their associations with predictors and outcomes generalize across cultures. We used a new statistical approach to assess latent profile similarities across adolescents from five cultural backgrounds (N = 2643, including Non-Indigenous Australians, Indigenous Australians, Indigenous American, Middle Easterners, and Asians). Our results supported the cross-cultural generalizability of the profiles, their predictors, and their outcomes. Five similar profiles were identified in each cultural group, but their relative frequency differed across cultures. The results revealed advantages of exploring multidimensional goal profiles. 相似文献
19.
Michael Marker 《History of education》2015,44(4):480-502
Historians of education wanting to develop culturally responsive historiographies of Indigenous communities should move beyond a reliance on government and church policy documents – with some variegations of testimony from residential school survivors. The unique circumstances of colonisation that were forged by national/settler policies should be investigated in tandem with a traditional knowledge of local meanings of time, landscape and mythos. This work examines the differences in Canadian and American schooling policies – notably the residential schools – from the experiences of the Coast Salish who are a transnational people with a transcendent discernment of their traditional territory bisected by the Canada–US border. Nation-state borders have produced impediments for Indigenous peoples and conceptual problems for historians. This paper, drawing on secondary and primary source documents, oral history recordings and conversations with Coast Salish community members, compares the cross-border educational experiences of the region with suggestions for more place-based historiographies of Indigenous education. 相似文献
20.
The identity work engaged in by Indigenous teachers1 in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’. 相似文献