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1.
Jane Mills Catrina Felton-Busch Tanya Park Karen Maza Frances Mills McCauley Ghee 《高等教育研究与发展》2014,33(6):1136-1149
Attempts to recruit Aboriginal and Torres Strait Islander students into nursing degrees have made minimal impact on the number of registered nurses working in Australia's healthcare sector. Yet increasing the number of Indigenous nurses remains one of the most important objectives in strategies to close the health gap between Indigenous and non-Indigenous people. Poor retention of Aboriginal and Torres Strait Islander students in a Bachelor of Nursing Science degree offered in far north Queensland, Australia, indicates the need for a different approach to support and retain Indigenous students. This action research study used a decolonizing methodology and was conducted at a satellite university campus in a remote Torres Strait Island community. Researchers trialled the use of a mentoring circle to support and retain nursing students and interviewed mentors and mentees about their experiences. Grounded theory methods were used to analyse the data. Findings indicated a growth in participant students’ emotional intelligence as a result of participating in a mentoring circle. Students developed confidence, formed a group identity, better-negotiated the university environment, became more effective communicators and supported one another through difficulties. The mentoring circle model improved students' university experience and its use should be considered by tertiary educators working with Indigenous students. 相似文献
2.
In this new era in tertiary education in Australia, the opportunity exists not only to meet the needs of Aboriginal and Torres Strait Islander students and thus redress low access and participation rates, but also to build a system that privileges Aboriginal and Torres Strait Islander knowledges and ways of learning. To be able to do such a thing would require a shared vision and approach from within the institution and across the academy. In Australia, there is one tertiary education provider with the experience and expertise to be able to develop such an approach – Batchelor Institute of Indigenous Tertiary Education (BIITE). BIITE has been engaged in the post-secondary education of Aboriginal and Torres Strait Islander peoples for over 40 years, evolving from a small vocational programme to become a dual sector provider with over 2700 students from across Australia (BIITE, 2011, p. 21). BIITE's philosophy of adult education is that of both-ways, which has been built from knowledge shared by Aboriginal peoples in the Northern Territory. The methodology presented in this paper extends the both-ways philosophy into a generative framework that has applicability in the many different contexts of Aboriginal and Torres Strait Islander tertiary education in Australia. It is our intention to generate a broader discussion about this opportunity in tertiary education and shift the discourse from inclusion of Aboriginal and Torres Strait Islander students to recognising the knowledges and ways of learning of the first peoples of this land as a strong foundation for the entire nation's learning. 相似文献
3.
Thi Kim Anh Dang Peter Vitartas Kurt Ambrose Hayley Millar 《Journal of Higher Education Policy & Management》2016,38(1):19-38
Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies. 相似文献
4.
The Remote Area Teacher Education Program (RATEP) is a successful and innovative distance education programme. Curriculum design demands the meaningful integration of traditional distance education materials and strategies with other electronic technology and interactive multimedi a computer courseware. RATEP is more than ‘two‐way schooling’ for the Aboriginal and Torres Strait Islander distance education students studying in their home communities. Centred within Vygotsky's theory of cognitive development, the interactive multimedia computer courseware is informed by the intersecting set of the various cultural contexts: academic culture embedded in Western culture; Aboriginal and Torres Strait Islander cultures; and that of the computer. Illustrative examples from generalist and mathematics content and curriculum subjects demonstrate the effectiveness of culturally contextualising instructional computer‐student interface design in order to promote learning through interactive. 相似文献
5.
This paper discusses a cross-cultural pedagogical approach, couched in a theory–practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers’ (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses. 相似文献
6.
The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their ‘fit’ within the Western academy, which continues to impose a colonial, Western educative framework onto Aboriginal and Torres Strait Islander peoples. More recently, universities are attempting to move towards a ‘whole of university’ approach to Aboriginal and Torres Strait Islander higher education. To achieve such a major shift across the academy, Indigenous values, perspectives and knowledges need to be acknowledged as a strong contributor to the environments of universities in all core areas: student engagement, learning and teaching, research and workforce. In a move to achieving a ‘whole of university’ approach which revolves around Aboriginal culture and knowledges, the Wollotuka Institute at the University of Newcastle developed a set of cultural standards, as part of an international accreditation process, to guide a culturally affirming environment for Aboriginal and Torres Strait Islander students and staff. This environment acknowledges the unique cultural values and perspectives of Aboriginal and Torres Strait Islander peoples. In this paper, the authors explore, from an Indigenous Standpoint, the creation of a university environment that privileges Aboriginal values, principles, knowledges and perspectives. The paper exposes how traditional Aboriginal Songlines, particularly in Aboriginal education, were disrupted, and how the creation and emergence of a contemporary environment of Aboriginal educational and cultural affirmation works towards the re-emergence of Songlines within higher education. 相似文献
7.
《Critical Studies in Education》2013,54(4):496-512
ABSTRACTAboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success. 相似文献
8.
Melitta Hogarth 《The Australian Educational Researcher》2017,44(1):21-34
The educational attainment of Aboriginal and Torres Strait Islander students is often presented within a deficit view. The need for Aboriginal and Torres Strait Islander researchers to challenge the societal norms is necessary to contribute to the struggle for self-determination. This paper presents a theoretical and methodological approach that has enabled one researcher to speak back to the deficit discourses. Exemplification of how Indigenous Critical Discourse Analysis (in: Hogarth, Addressing the rights of Indigenous peoples’ in education: A critical analysis of Indigenous education policy, Queensland University of Technology, Brisbane, 2016) identifies the power of language to maintain the inequitable positioning of Aboriginal and Torres Strait Islander peoples within Australian society is provided. Particular focus is placed on the Aboriginal and Torres Strait Islander Education Action Plan 2010–2014 (in: MCEECDYA, Aboriginal and Torres Strait Islander Education Action Plan (2010–2014), 2011) and how policy discourses ignore the historical, political, cultural and social factors that influence the engagement and participation of Indigenous peoples in education today. The paper argues for the need to personalise methodological approaches to present the standpoint of the researcher and, in turn, deepens their advocacy for addressing the phenomenon. In turn, the paper presents the need to build on existing Indigenous research frameworks to continue advocating for the position of Indigenous research methodologies within the Western institution. 相似文献
9.
This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient. 相似文献
10.
Alan Parsons 《Diaspora, Indigenous, and Minority Education》2019,13(3):146-164
By 2016, 3,369 places in Australian boarding schools were held by Aboriginal and Torres Strait Islander students. Of these, nearly 2,350 Indigenous students attended independent boarding schools, many on scholarship. Despite these numbers and the historical inequalities and assimilationist policies of the past, there is very limited research on the impact of the independent boarding school environment on the racial-ethnic identity formation and academic self-efficacy of these students. Using the systematic quantitative literature review method, from an initial search result of 204 papers, 66 papers were identified in peer-reviewed journals that explore some aspect of racial-ethnic identity, academic self-efficacy, or the boarding experiences of Indigenous students. Of these papers, only five qualitative studies make mention of aspects of identity and self-efficacy of Aboriginal and Torres Strait Islander students enrolled in independent boarding schools, although no exploration was made of these characteristics. This paper identifies research priorities that will enhance understanding of the consequences of Indigenous scholarship programs on the racial-ethnic identity and academic self-efficacy of these students. 相似文献
11.
Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world. 相似文献
12.
Recent changes to the Australian Curriculum reinforce the need for all educators to value the cultures and perspectives of Aboriginal and Torres Strait Islander students. The disproportionately high levels of educational disadvantage experienced by many of these students has prompted the Australian Institute for Teaching and School Leadership to introduce two teacher standards aimed at improving awareness of Aboriginal and Torres Strait Islander cultures and histories, and enactment of pedagogies that support Aboriginal and Torres Strait Islander student learning. We describe a pilot study focussed on one cohort of final year mathematics and science primary/middle pre-service teachers (PSTs) as they navigate these standards. We explore PSTs’ self-reported knowledge and confidence before and after targeted interventions designed to cultivate cultural responsiveness. Although the findings suggest an increase in PSTs’ perceived confidence, further work is needed towards what could be considered culturally responsive pedagogies for early career mathematics and science teachers. 相似文献
13.
Melitta Hogarth 《The Australian Educational Researcher》2018,45(5):663-674
The areas of concern (‘goals’, ‘domains’ and ‘priority areas’—whatever policymakers wish to call them) relating to Indigenous education have not changed since the first National Indigenous education policy in 1989. Deficit discourses, discursive trickery and the inability to report progress continues to demoralise and ensure Aboriginal and Torres Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved. 相似文献
14.
《Learning and Instruction》2000,10(5):393-414
Research suggests that students' approaches to learning and hence learning outcomes are closely related to their conceptions of learning. This paper describes an investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; categories of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. The main aim of this study was to determine their conceptions of learning in order to provide information that might facilitate instruction more suited to their needs in order to address the high attrition rate. Results showed that these students view and approach university learning in much the same way as other university students. It was also apparent that, for the most part, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and perceptions of informal learning. 相似文献
15.
Hilary Whitehouse Felecia Watkin Lui Juanita Sellwood M.J. Barrett Philemon Chigeza 《Environmental Education Research》2014,20(1):56-69
In this paper, we contribute to land education research by focusing on the Torres Strait Islands in the Coral Sea at the far north of tip of Cape York, Australia. We describe the Torres Strait Islander concept of Sea Country and Torres Strait Ailan Kastom (translated as ‘Island Custom’). We then analyse some of the ways in which settler colonisation has challenged these ways of knowing and being. Our inquiry looks at how Sea Country is positioned within two contemporary Australian examples of environmental education: firstly, within the new Australian Curriculum cross-curriculum priorities that mandate that special attention be given to Aboriginal and Torres Strait Islander histories and cultures and also to the concept of sustainability; and secondly, within the Great Barrier Reef Marine Park Authority’s Sea Country Guardians programme This analysis of environmental education curriculum and practice identifies the ways in which the concept of Sea Country and the Indigenous cosmology it represents are simultaneously supported and ignored in the current Australian environmental education context. 相似文献
16.
《师资教育杂志》2012,38(1):94-96
Since teachers’ decisions potentially have consequences for learners’ future educational and life opportunities, it is imperative to determine the basis of teachers’ decision-making in order to determine whether it is discriminatory. This study combines qualitative and quantitative methods towards a multi-school, multi-region study of Australian teachers in order to consider if student placement decisions made about Aboriginal and Torres Strait Islander learners are influenced by factors beyond academic ability. 相似文献
17.
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
18.
ABSTRACTFirst Nations writing within English literary studies risks contemporary colonisation if encountered as a literary object for close reading without context or reflection on the role of the reader. This article will explore the processes involved in constructing an innovative reading practice amongst tertiary students to counter the potential for intentional or unintentional colonial readings. Dr Sandra Phillips, First Nations academic and researcher, initiated and applied the reading practice (which overtly incorporates student/reader standpoint and then reflection on the impact of that standpoint among other considerations) from her PhD scholarship then applied it to her curriculum design of ‘Reading Aboriginal and Torres Strait Islander Writing’, which forms the basis of this research. Dr Clare Archer-Lean continued the coordination and teaching of the curriculum at the University of the Sunshine Coast in Queensland after Sandra moved tertiary institutions. The two academics continue to collaborate on the curriculum review and reflect on the processes of teaching and crafting this form of reading practice and assessment. Their aim has been to create a reading practice that accounts for the position and influence of the reader in the cross-cultural, or co-cultural, reading process. This is primarily achieved by acknowledging the role and influence of standpoint in the reading process as well as deepening reading through an understanding of the cultural, social and political discourses affecting the production, distribution and reception of First Nations writing in the Australian context. 相似文献
19.
This article discusses the future of university-based programmes aimed at enabling the access and successful participation of students from traditionally under-represented backgrounds in higher education. It builds a case for adopting three strategies in ensuring the sustainability of widening access and participation work: (1) embedding broad-ranging and reflexive evaluation practices; (2) developing partnerships with industry partners; and (3) evolving the conceptual and strategic framework of widening participation. The article's reflections are contextualised within the framework of current higher education policy and practice in Australia, and its arguments are advanced from a close reflection on a mentorship programme aimed at media students from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds at Macquarie University. 相似文献
20.
Research demonstrates that teachers’ expectations of students have long-term effects on students’ educational, occupational, health and well-being outcomes. In this Australian-based study, teachers were invited to explore the questions Do teachers have different expectations of Aboriginal and Torres Strait Islander students? Why/why not? The findings provide insight into how teachers perceive the expectations of other teachers in relation to Indigenous learners and highlight the underlying assumptions of those perceptions. Teachers also provide valuable insight into what they feel is needed to address these issues. Recommendations are made to enhance pre-service teacher education and professional development to better support those working with Indigenous learners. 相似文献