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Relevant bibliographies by topics / Aboriginal and Torres Strait Islander technical, further, continuing and community education

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Journal articles
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Academic literature on the topic 'Aboriginal and Torres Strait Islander technical, further, continuing and community education'

Author: Grafiati

Published: 27 March 2024

Last updated: 31 July 2025

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Journal articles on the topic "Aboriginal and Torres Strait Islander technical, further, continuing and community education"

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York, Frank A., and Lyn Henderson. "Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples." Australian Journal of Indigenous Education 32 (2003): 77–84. http://dx.doi.org/10.1017/s1326011100003847.

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AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the Sc

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Fredericks, Bronwyn, and Debbie Bargallie. "Situating Race in Cultural Competency Training: A Site of Self-Revelation." M/C Journal 23, no. 4 (2020). http://dx.doi.org/10.5204/mcj.1660.

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Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participa

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Fredericks, Bronwyn, Martin Nakata, and Katelyn Barney. "Editorial." Australian Journal of Indigenous Education 51, no. 2 (2022). http://dx.doi.org/10.55146/ajie.v51i2.624.

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Welcome to Volume 51.2 of The Australian Journal of Indigenous Education. This is our second volume since our shift to being an open access journal. We are very pleased that AJIE has recently been accepted into the Directory of Open Access Journals and was awarded the DOAJ Seal for best practice in open access. DOAJ is an extensive index of diverse open access journals internationally and their aim is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally. We are also excited that since the journal bec

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Fredericks, Bronwyn, and Abraham Bradfield. "‘More than a Thought Bubble…’." M/C Journal 24, no. 1 (2021). http://dx.doi.org/10.5204/mcj.2738.

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Introduction In 2017, 250 Indigenous delegates from across the country convened at the National Constitution Convention at Uluru to discuss a strategy towards the implementation of constitutional reform and recognition of Aboriginal and Torres Strait Islander peoples (Referendum Council). Informed by community consultations arising out of 12 regional dialogues conducted by the government appointed Referendum Council, the resulting Uluru Statement from the Heart was unlike any constitutional reform previously proposed (Appleby & Synot). Within the Statement, the delegation outlined that to

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Dissertations / Theses on the topic "Aboriginal and Torres Strait Islander technical, further, continuing and community education"

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(9831896), Katrina Rutherford. "Determining Self While Being Pushed, Pulled and Shaped at the Cultural Interface: The Post-Schooling Transition Experiences of Cape York Indigenous Boarding School Graduates." Thesis, 2024. https://figshare.com/articles/thesis/Determining_Self_While_Being_Pushed_Pulled_and_Shaped_at_the_Cultural_Interface_The_Post-Schooling_Transition_Experiences_of_Cape_York_Indigenous_Boarding_School_Graduates/25484908.

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<p>Completion of year 12 is known to enhance employment prospects and improve economic, health and wellbeing outcomes. For most Indigenous young people from remote communities in Cape York, Far North Queensland, access to a comprehensive secondary education is only possible by moving away from family and Country to attend boarding school. This poses significant challenges and requires compromises that have far reaching implications. Nationally, only 41.7% of very remote-dwelling Indigenous young people complete year 12 or the equivalent. Growing research and ensuing debates exist about the ben

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