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1.
Robyn Jorgensen Peter Grootenboer Stephen Lerman 《Asia-Pacific Journal of Teacher Education》2010,38(2):161-175
The poor performance of Australian Indigenous students in mathematics is a complex and enduring issue that needs a range of strategies to enable success in schooling for these students. Importantly, large numbers of teachers in remote Indigenous contexts are new graduates who, although full of enthusiasm, lack experience. Similarly, many of them are unfamiliar with the demands and nuances of teaching in remote and/or Indigenous contexts. This paper explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, it proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education. 相似文献
2.
《Educational Philosophy and Theory》2013,45(6):871-884
Following the first significant research into Indigenous methods of learning, it was argued that Indigenous students could learn western knowledge using Indigenous ways of learning. Subsequent research contradicted this finding to take the position that Indigenous students must learn western knowledge using western methods and so this set the scene for the development of a pedagogy where Indigenous students could learn how to learn. Theorists in Indigenous education began to search for a metalanguage. Crosscultural theorists have perceived this metalanguage in terms of an explicit and transparent pedagogy while critical theorists want Indigenous students to develop their own ways of speaking and writing and to be conscious of how they do this. However, I take the position in this paper that there is already a metalanguage at work in‐between the student and the teacher in the classroom although it is often obscured from consciousness in the effort to articulate valid, quantifiable outcomes. 相似文献
3.
ABSTRACTDespite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow’s transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students’ transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow’s transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this – from students’ own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students’ transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students’ identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate. 相似文献
4.
Michael Marker 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):500-513
ABSTRACTIn the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed – and continues to suppress – Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author’s own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending – and bending – of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces. 相似文献
5.
Neil Harrison Michelle Trudgett Susan Page 《Assessment & Evaluation in Higher Education》2017,42(1):115-127
Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner. 相似文献
6.
Brian D. McInnes 《Teaching Education》2017,28(2):145-161
The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of Minnesota Duluth and is a required learning experience. Pre-service teachers are provided with essential knowledge and learning opportunities that facilitate success in working with Indigenous students, and helping mainstream students learn about Native history, peoples, and communities. The evaluation study was conducted by an Indigenous faculty member interested in learning how non-Native teacher education students felt they were achieving target knowledge, skills, and dispositional goals. Three separate groups of teacher education students completed both pre and post online surveys as a part of a three-year mixed methods evaluation study. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates. Helping teacher education students develop the requisite abilities and dispositions to fulfill Native American education objectives is contributory to developing future teachers as competent professionals and allies in Indigenous and diversity education. 相似文献
7.
Indigenous Australians are highly disadvantaged educationally and on all socioeconomic indicators, but graduating from university largely closes this gap. However, despite clear examples of Indigenous success, little research has focused on the drivers of success of high-achieving Indigenous students to emulate their success. Thus, the explicit purpose of our study is to identify psychological drivers of Indigenous academic success for high-achieving students and compare these to those of high-achieving nonIndigenous students. To accomplish this purpose, we test the reciprocal effects model (REM) of self-concept and achievement for high-achieving Indigenous students (N = 493) and matched nonIndigenous students (N = 586) in primary and secondary schools. Academic achievement and self-concept were reciprocally related over three annual time waves, supporting the REM for high-achieving Indigenous and nonIndigenous students. Furthermore, results were invariant over two within-person facets (time and content-domain—math vs. English) and two between-person facets (Indigenous vs. nonIndigenous, and primary vs. secondary students). The results have important policy/practice implications for the drivers of success for high-achieving Indigenous students, education of high-achieving students more generally, and self-concept theory and research. 相似文献
8.
The ongoing challenges in equitable research involving Indigenous peoples and their communities and ways to overcome these are discussed in this article. Central to this article is the narrative reflection of a non-Indigenous researcher following research on Indigenous spirituality, well-being and resilience in the Yaegl community of northern New South Wales, Australia, conducted between 2003 and 2010. Upon reflection several years after the studies, the researcher has identified several inadequacies in the ways in which the research was conceptualised, designed, conducted and supervised. In seeking to critically reflect on and learn from this experience, with the hope of contributing to better understanding and protocols in research with Indigenous peoples, as well as improved models of higher degree research (HDR) supervision in this space, the researcher has collaborated with an Indigenous academic to incorporate theory and Indigenous knowledge in highlighting considerations for better research training and practice. 相似文献
9.
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
10.
Young women giving birth to children or teen mothers are often on the fringes of society. To facilitate the journeys of these young women towards higher education, a number of organisations have been established. Taking Indigenous knowledge as our theoretical lens, our qualitative data were based on interviews with Indigenous Māori teen mothers and teen parent organisations. Our empirical study investigated organisational practices which support teen mothers in their quest for higher education. We make a dual contribution, firstly by extending and enriching scholarship on teen mothers, specifically Indigenous teen mothers, to facilitate understandings of their journey; and secondly we develop a model representing the challenges and successes of their journey and present organisational practices to enhance transitioning to higher education. We suggest that the integration of Indigenous knowledge opens up new avenues for a more sophisticated understanding of organisational practices intertwined with the journeys of teen mothers. 相似文献
11.
Linda J. Graham 《Cambridge Journal of Education》2012,42(2):163-176
A significant gap exists in the Australian research literature on the disproportionate over-representation of minority groups in special education. The aim of this paper is to make a contribution to the research evidence-base by sketching an outline of the issue as it presents in Australia’s largest education system in the state of New South Wales. Findings from this research show that Indigenous students are equally represented in special schools enrolling students with autism, physical, sensory, and intellectual disabilities, but significantly over-represented in special schools enrolling students under the categories of emotional disturbance, behaviour disorder and juvenile detention. Factors that might influence the disproportionate over-representation of Indigenous children and young people are discussed, and based on these observations, some practical implications for policy and practice are provided. 相似文献
12.
Academics of Aboriginal and/or Torres Strait Islander descent are few in number but play a vital role in Australian university teaching. In addition to teaching both Indigenous and non-Indigenous students, they interact with academic colleagues in a context where pressures to “Indigenize” Australian curricula and increase Indigenous enrolments are growing. In this article, we will draw on our nation-wide research with Indigenous academics to further explore this under-researched area of Australian university teaching, and the highs and lows of how Indigenous teachers experience their roles. Our findings reveal that for our Indigenous colleagues, sources of personal and professional satisfaction – as well as stress – appear qualitatively different from those commonly associated with academic work. Of particular concern are the findings in relation to issues of cultural difference on our campuses, played out in the ways Indigenous and non-Indigenous staff and students interact daily. Counterbalancing this potential negativity is the strong, indeed inspiring, commitment on the part of our Indigenous academic participants to the educational futures of their students, and thus, to the futures of Indigenous communities across Australia. The findings raise some thought-provoking questions for individuals and institutions in the higher education systems of our region, and perhaps beyond. 相似文献
13.
Michelle Trudgett 《高等教育研究与发展》2014,33(5):1035-1048
The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians. 相似文献
14.
Josie Arnold 《International Journal of Inclusive Education》2017,21(5):475-494
Six generations ago, my Celtic forebears came to Australia as convicts and invaders displacing Indigenous peoples. As a scholar today, I am interested in how Indigenous knowledge remains a challenge in Australian Universities even in this postmodern and postcolonial moment. This paper recognises the need to extend discussion about how Indigenous people might be facilitated within the academy to bring their knowledge models into the university and its traditional dominant knowledge systems. This paper looks at Practice-Led Research (PLR) as a way of supporting the transition of Indigenous community scholars into university postgraduate courses. It explores how PLR may contribute to an appropriate entry point into postgraduate studies for some Indigenous practitioner-candidates who have significant life experiences and narratives and/or productions of artefacts that act to replace the breadth of undergraduate credentials. Indigenous people are facilitated in bringing their knowledge models into the university and the academy when we act upon being inclusive rather than exclusive regarding the explication and definition of knowledge within the academy. In accepting and acting upon the concept that traditional forms of knowledge are extended by non-traditional Indigenous forms of knowledge, we also enrich the scholarly conversation about how alternative forms of knowledge can add dynamism to the academy. 相似文献
15.
Grace Sarra 《International Journal of Inclusive Education》2013,17(6):611-625
Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today’s society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide students with the opportunity to learn about the history of Indigenous people from Indigenous voices and provide an understanding of the impact of invasion and the consequences on the lives of Indigenous people, in the past and present. The stories from the elders and members of their own community provided knowledge that allowed students to challenge Aboriginal identity by taking on existing perceptions so that they could be better processed and understood. 相似文献
16.
For decades, students’ sense of belonging has been conceptualized through colonial perspectives, assuming students are to assimilate to educational institutions in order to belong. To challenge these perspectives, we race-reimaged belongingness factors in an investigation of Indigenous students (n = 887) from 156 U.S. community colleges in a secondary dataset. We first used measurement invariance testing to examine how Indigenous students interpret belongingness items differently from their non-Indigenous counterparts. Second, we used multilevel modeling to assess the role of Native-specific sense of belonging, operationalized through Indigenous ways of knowing and being, on GPA and goal pursuits. Our findings suggest that both traditional conceptualizations of belongingness factors (i.e., student relationships to teachers and peers) and Native-specific constructions of belongingness factors via relationships to community, family, and cultural identity were salient. Native-specific factors were more consistently associated with Indigenous students’ outcomes. Implications for best practices to foster belongingness and future directions for race-reimaging research will be discussed. 相似文献
17.
18.
ABSTRACTAlthough there is a substantial literature critical of the colonising discourses of higher education in both teaching and learning and research, there has been relatively little commentary about work integrated learning (WIL) from an Indigenous perspective. Currently, the higher education discourse of WIL is dominated by a teaching and learning perspective, which focuses almost entirely on the benefits to the student and/or the educational institution. This leaves the Indigenous community experience invisible and continues to reinforce a neo-colonial relationship between higher education providers and Indigenous people. This article reports the findings of a study undertaken in partnership with the Aboriginal community of Cherbourg in Queensland, Australia, which sought to understand the community experience of students undertaking WIL within Cherbourg. Twenty yarns, undertaken by a research assistant employed from the community, provided the basis for identifying key meanings and requirements of the community in their hosting of higher education students. The recent experience of students by the community was found to be positive with reciprocity, openness and practical benefit over time being central concerns. The study concludes that WIL with Indigenous agencies and communities requires decolonising, temporal and relational frames to be employed in the process of negotiating the purpose and processes of higher education student engagement. 相似文献
19.
《Journal of Further & Higher Education》2012,36(8):1092-1108
AbstractCanadian citizens of Indigenous ancestry have statistically lower than national averages with respect to secondary and postsecondary completion rates. In an attempt to understand and assist Indigenous university students in Ontario, the purpose of the study was to identify teaching and learning strategies and support systems for Indigenous students that will result in increased academic success and retention among Indigenous youth and adults attending university. The results were summarised in an introductory handbook for faculty and staff at Nipissing University, a destination of choice for many Indigenous students pursuing undergraduate, graduate, and professional degrees. The specific purpose of the handbook was to provide an introduction to the diversity of cultures and their related perspectives amongst our Indigenous students. The literature and the results provide specific pathways for educators to begin to decolonise their pedagogy to support success for Indigenous university learners. 相似文献