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Journal articles on the topic 'Indigenous Australian education'

Author: Grafiati

Published: 19 February 2023

Last updated: 31 July 2025

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1

MacNaughton, Glenda, and Karina Davis. "Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians." Contemporary Issues in Early Childhood 2, no. 1 (2001): 83–93. http://dx.doi.org/10.2304/ciec.2001.2.1.10.

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Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The result

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2

Singh, David. "Aboriginal and Torres Strait Islander Education." International Journal of Critical Indigenous Studies 5, no. 2 (2012): 50–52. http://dx.doi.org/10.5204/ijcis.v5i2.90.

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Australian education systems have long been challenged by the gap between Indigenous and nonIndigenous student outcomes. All levels of Australian government, as well as Indigenous leaders and educators, however, continue to meet the challenge through exhortation, strategies and targets. The most prominent of such strategies is ‘Closing the Gap’, which gives practical expression to the Australian Government’s commitment to measurably improving the lives of Indigenous Australians, especially Indigenous children.

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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter int

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Macdonald, Mary-Anne, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper, and Jan Gray. "A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia." Australian Journal of Education 62, no. 2 (2018): 192–216. http://dx.doi.org/10.1177/0004944118776762.

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Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that board

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Foley, Dennis. "Indigenous Research, Differing Value Systems." Australian Journal of Indigenous Education 28, no. 1 (2000): 17–30. http://dx.doi.org/10.1017/s1326011100001253.

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The collective aim of many of this Journal's readers is to provide Indigenous Australians with a sound education to allow us (Indigenous Australia) to take a more active role in Australian society. My personal research interest is in business studies, training Indigenous Australians in management and business principles. I continually face the question of am I training my kin in a Western science that is often at the opposite end of the spectrum to Indigenous thought and practice?

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Colley, Sarah. "Archaeology and education in Australia." Antiquity 74, no. 283 (2000): 171–77. http://dx.doi.org/10.1017/s0003598x0006631x.

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Aboriginal, Historical and Maritime archaeology have been taught in Australian universities since the 1960s, and archaeology has made major contributions to our understanding of Australia's past. Yet many Australians are still more interested in archaeology overseas than in Australia itself. This partly reflects Australia's history as a former British colony which currently has a minority of indigenous Aboriginal and Torres Strait Islander people, many of whom regard archaeology as yet another colonial imposition which at best is largely irrelevant to their own understanding of their history.

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Callcott, Deborah. "Retained primary reflexes in preprimary-aged Indigenous children: The effect on movement ability and school readiness." Australasian Journal of Early Childhood 37, no. 2 (2012): 132–40. http://dx.doi.org/10.1177/183693911203700218.

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THE RESEARCH REPORTED IN this paper links children's movement skills with learning difficulties, particularly school readiness, in the early years. The aim of the research project was to (a) determine the prevalence and severity of retained reflexes, predominantly the Asymmetrical Tonic Neck Reflex (ATNR), and (b) investigate the movement skill ability of preprimary-aged Indigenous children in the Kimberley region of Western Australia. This provided an important first step in understanding and addressing movement skill deficits that may compromise the acquisition of foundation school readiness

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Pechenkina, Ekaterina, Emma Kowal, and Yin Paradies. "Indigenous Australian Students' Participation Rates in Higher Education: Exploring the Role of Universities." Australian Journal of Indigenous Education 40 (2011): 59–68. http://dx.doi.org/10.1375/ajie.40.59.

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Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Indigenous Australian participation in higher education, it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this article we analyse higher education student and st

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Trudgett, Michelle, Susan Page, and Neil Harrison. "Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students." Australian Journal of Indigenous Education 45, no. 1 (2016): 70–79. http://dx.doi.org/10.1017/jie.2016.8.

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Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qua

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Hansen, C. K. "The Development of Aboriginal Education." Aboriginal Child at School 17, no. 1 (1989): 41–52. http://dx.doi.org/10.1017/s0310582200006611.

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Over the past 15 years the voice of protest in Australia has come to be linked synonymously with the black Australian. The nation’s indigenous people have progressively united and, in the strength of unity and growth of support for their claims, have met increasingly resistant Federal and State governments. Unfortunately, the “land rights” issue has dominated the public Aboriginal doctrine, preventing white Australians from being exposed to and appreciating the other important needs and opinions Aboriginal people have.One of these needs is an education system sympathetic to: past, failed attem

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Cornelius, Karen, and Aidan Cornelius-Bell. "Systemic racism, a prime minister, and the remote Australian school system." Radical Teacher 122 (April 28, 2022): 64–73. http://dx.doi.org/10.5195/rt.2022.935.

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Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately affects Indigenous people. This article explores the contemporary colonial landscape of a remote school context, provides background on the colonial institutions which shape the intera

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McIntosh, Ian. "Anthropologists and Aboriginal Reconciliation: The Efficacy of Symbolic Reconciliatory Gestures." Practicing Anthropology 23, no. 1 (2001): 10–14. http://dx.doi.org/10.17730/praa.23.1.wh27t417114206u1.

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The context of this article is the quest for justice and reparations for Australia's indigenous citizens. In 1991 the Council for Aboriginal Reconciliation was established through a unanimous vote in both houses of the Australian federal parliament. Comprised of twenty-five members (twelve of whom are Aboriginal and two Torres Strait Islanders) the Council identified eight key goals for a process centered on fostering the recognition of indigenous cultures by non-Aboriginal Australians, and on promoting fair and proper standards for indigenous Australians in health, housing, employment and edu

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Herbert, Jeannie. "Indigenous Studies: Tool of Empowerment Within the Academe." Australian Journal of Indigenous Education 39, S1 (2010): 23–31. http://dx.doi.org/10.1375/s1326011100001101.

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AbstractIn this paper, I consider the importance of Indigenous studies programs, at both undergraduate and postgraduate levels, as critical elements in enabling Indigenous Australian students to engage in the academe in ways that not only allow them to empower themselves, but, ultimately, to become effective change agents within both their own and the wider Australian community. While this paper will highlight the challenges that Indigenous Australians face in their engagement within the university learning environment, it will also reveal the increasingly successful outcomes that are being ac

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Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families." Contemporary Issues in Early Childhood 2, no. 1 (2001): 95–103. http://dx.doi.org/10.2304/ciec.2001.2.1.11.

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This article outlines the Australian Early Childhood Association project Building Bridges: literacy development for young indigenous children, funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in indigenous young children.

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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.

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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lea

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Barrow, Emma, and Barry Judd. "Whitefellas at the Margins." International Journal of Critical Indigenous Studies 7, no. 2 (2014): 1–15. http://dx.doi.org/10.5204/ijcis.v7i2.111.

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Within the context of the Australian higher education sector and the organisational interactions facilitated by a university, the politics of Anglo-Australian identity continues to limit the ability of ‘whitefella’ Australians to engage with Indigenous people in a way that might be said to be truly ethical and self-transformative. Instead, the identity politics of Anglo-Australia, a politics that originates in the old colonial stories of the 19th century, continues to function in a way that marginalises those individuals who choose to engage in a way that goes beyond the organisational rhetori

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Ma Rhea, Zane, and Lynette Russell. "The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education." Australian Journal of Indigenous Education 41, no. 1 (2012): 18–25. http://dx.doi.org/10.1017/jie.2012.4.

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The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, a

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Maritz, Alex, and Dennis Foley. "Expanding Australian Indigenous Entrepreneurship Education Ecosystems." Administrative Sciences 8, no. 2 (2018): 20. http://dx.doi.org/10.3390/admsci8020020.

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Smith, Arthur. "Becoming Expert in the World of Experts: Factors Affecting Aboriginal and Torres Strait Islander Participation and Career Path Development in Australian Universities." Australian Journal of Indigenous Education 25, no. 2 (1997): 1–6. http://dx.doi.org/10.1017/s1326011100002702.

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In the recent history of Australia Aborigines and Torres Strait Islanders have only had widespread access to a university education for approximately 20 years. Before this, Indigenous graduates from Australian universities were relatively few. Universities were seen as complex, often alien places in Indigenous cultural terms; institutions of European Australian social empowerment and credentialling from which Aboriginal and Torres Strait Islander staff and students were virtually excluded.

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Dr, Adam Paul Heaton. "Doubling Down on Double Discrimination: Better supporting Indigenous Australians with disability." International Journal of Arts and Social Science 4, no. 5 (2023): 245–48. https://doi.org/10.5281/zenodo.7744998.

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This paper outlines the author's response to the Australian Senate Community Affairs Legislation Committee inquiry into the National Disability Insurance Scheme (NDIS) Amendment Bill 2020. The focus of the inquiry and the bill is to improve supports for at risk participants. The submission to the inquiry looks at various factors impacting Aboriginal and Torres Strait Islander people (Indigenous Australians) with disability, including location, income, access to services and appropriateness of current support arrangements, and puts forward suggestions for improvement. Often also experiencin

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Brown, Lynsey, Katy Osborne, Ruth Walker, et al. "The Benefits of a Life-first employment program for Indigenous Australian families: Implications for ‘Closing the Gap’." Journal of Social Inclusion 8, no. 1 (2017): 78–95. http://dx.doi.org/10.36251/josi118.

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There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians. In taking a ‘life-first’ approach to service provision the Building Family Opportunities Program (BFO) was able to successfully increase Indigenous Australians’ engagement with education and employment in South Australia. The evaluation of the BFO included quantitative administrative and survey data for 110 Indigenous families collected over a three year period, and qualitative data from interviews with 13 Indigenous jobseekers and focus groups with 24 case mana

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Watson, Shalini. "New Digital Technologies: Educational Opportunities for Australian Indigenous Learners." Australian Journal of Indigenous Education 42, no. 1 (2013): 58–67. http://dx.doi.org/10.1017/jie.2013.8.

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This article presents a number of possibilities that digital technologies can offer to increase access for Indigenous people to higher education in Australia. Such technologies can assist Indigenous high school students acquire the knowledge and skills they require to be accepted into higher education courses. They can also assist Indigenous students to be more successful in their higher education studies. While this article is contextualised to the Australian higher education setting specifically, the principles derived within may be applied to other disadvantaged groups worldwide. It may be

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Nakata, Martin, and Elizabeth Mackinlay. "Editorial." Australian Journal of Indigenous Education 44, no. 2 (2015): iii. http://dx.doi.org/10.1017/jie.2015.28.

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This special issue of The Australian Journal of Indigenous Education presents a second volume of papers which specifically address the issue of remote education for Indigenous Australians. ‘Red Dirt Revisited’, edited by John Guenther, presents findings from his team working on the Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP). Focusing on a number of remote Aboriginal and Torres Strait Islander educational sites in the Northern Territory, Western Australia and South Australia, the RES project is now in its final stage

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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowe

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Howlett, Catherine, Monica Seini, Chris Matthews, Bronwyn Dillon, and Vivian Hauser. "Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment." Australian Journal of Indigenous Education 37, no. 1 (2008): 18–27. http://dx.doi.org/10.1017/s1326011100016057.

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AbstractLow retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students

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Sharrock, Peta, and Helen Lockyer. "One to One and Face to Face: A Community Based Higher Education Support Strategy Retaining Indigenous Australian University Students." Australian Journal of Indigenous Education 37, no. 1 (2008): 28–39. http://dx.doi.org/10.1017/s1326011100016069.

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AbstractLiterature relating to Indigenous Australian students in higher education highlights the need for improving the retention rates of Indigenous students in Australian universities. A cause for concern has been the increasing numbers of Indigenous Australian people experiencing lower progress and completion rates in comparison to non-Indigenous students. The literature suggests that flexible course delivery is a strategy for improving retention rates and participation. This research extends knowledge relating to the effectiveness of providing courses in flexible delivery mode as a retenti

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Zeegers, Margaret, Wayne Muir, and Zheng Lin. "the Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English." Australian Journal of Indigenous Education 32 (2003): 51–60. http://dx.doi.org/10.1017/s1326011100003823.

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AbstractThis article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in wh

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Nakata, Martin. "Difficult Dialogues in the South: Questions about Practice." Australian Journal of Indigenous Education 47, no. 1 (2017): 1–7. http://dx.doi.org/10.1017/jie.2017.22.

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This is a reflective opinion piece, on our efforts in Australia to achieve alignment between the goals of Indigenous self-determination, Indigenous studies programmes and decolonising theory for an open and critical dialogue in south–south scholarship agendas. In this spirit, extant approaches to Indigenous studies in the Australian higher education context are questioned, the scholarship recruited for this is challenged, and its advocated role in the education of all students is raised as a major concern.

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MacLean, Sarah, Angela Harney, and Kerry Arabena. "Primary health-care responses to methamphetamine use in Australian Indigenous communities." Australian Journal of Primary Health 21, no. 4 (2015): 384. http://dx.doi.org/10.1071/py14126.

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Crystal methamphetamine (commonly known as ‘ice’) use is currently a deeply concerning problem for some Australian Indigenous peoples and can cause serious harms to individual, families and communities. This paper is intended to support best practice responses by primary health-care staff working with Australian Indigenous people who use methamphetamine. It draws on a systematic search of relevant databases to identify literature from January 1999 to February 2014, providing an overview of prevalence, treatment, education and harm reduction, and community responses. The prevalence of methamphe

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Bin-Sallik, Maryann, Isabella Adams, and Siva Ram Vemuri. "Strategies for Improving Indigenous Financial Literacy in Schools." Australian Journal of Indigenous Education 33 (2004): 31–36. http://dx.doi.org/10.1017/s1326011100600844.

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AbstractThe Indigenous Australian population is not only considerably younger than the non-Indigenous population but is also on the rise. The challenge for many is to provide the kind of education that equips young Indigenous Australians with the necessary skills for managing their money. This challenge is further compounded, as the adult Indigenous population is not well versed in money management. This paper examines some of the strategies that are needed to improve Indigenous financial literacy in schools.

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Wagland, Suzanne, and Sharon Taylor. "The Conflict Between Financial Decision Making and Indigenous Australian Culture." Financial Planning Research Journal 1, no. 1 (2015): 33–54. http://dx.doi.org/10.2478/fprj-2015-0003.

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ABSTRACT Financial literacy or financial capability is widely agreed as being funda mental for financial wellbeing (Clitheroe 2004; Worthington 2008). This is particularly relevant in 21st century Australia, where the government’s policy of self-funded retirement is a critically important issue. Previous research undertaken by the Australian and New Zealand Banking Group (ANZ) in Australia, suggests when it comes to financial matters, a large proportion of the population have insufficient levels of the financial knowledge and skills needed to manage their finances into the future. Australia’s

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Page, Susan. "The transformative potential of Southern SOTL for Australian Indigenous Studies." Scholarship of Teaching and Learning in the South 1, no. 1 (2017): 108. http://dx.doi.org/10.36615/sotls.v1i1.16.

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The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that

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Townsend-Cross, Marcelle. "Indigenous Australian Perspectives in Early Childhood Education." Australasian Journal of Early Childhood 29, no. 4 (2004): 1–6. http://dx.doi.org/10.1177/183693910402900402.

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Nakata, Martin, Vicky Nakata, Andrew Day, and Michael Peachey. "Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates." Australian Journal of Indigenous Education 48, no. 01 (2017): 1–11. http://dx.doi.org/10.1017/jie.2017.36.

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The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic stu

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Chakma, Urmee. "INDIGENOUS KNOWLEDGE INTEGRATION IN AUSTRALIAN CURRICULUM: CULTURALLY RESPONSIVE PEDAGOGY AND PERSPECTIVES FOR VIETNAM." VNU Journal of Foreign Studies 40, no. 1 (2024): 1–10. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5200.

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This paper explores the Australian curriculum's integration of Indigenous knowledge and perspectives, highlighting its potential to foster cultural inclusivity and social justice in education. Culturally responsive pedagogy is highlighted as a key component, acknowledging the richness of Indigenous cultures and traditions. Particularly, the Australian curriculum's standards 1.4 and 2.4 emphasize the significance of recognizing Indigenous worldviews, traditional ecological knowledge, and contributions to national heritage. The article suggests that Vietnam, with its diverse Ethnic Minority (EM)

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Faulkhead, S., and K. Thorpe. "Archival education in Australia and the needs of Australian Indigenous communities." Journal of Australian Indigenous Issues 12, no. 1 (2009): 309–21. https://doi.org/10.3316/aeipt.176897.

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Davies, James Robert, and John Halsey. "Principals as Protagonists: Practices Beneficent for Indigenous Education in Rural Schools." Australian and International Journal of Rural Education 29, no. 1 (2022): 101–18. http://dx.doi.org/10.47381/aijre.v29i1.190.

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The participation and performance of Indigenous students in Australia's schools is below that of other students and is a matter of national concern. Evidence suggests that the impact on student learning of school principals' leadership is significant. What then, can school principals do to improve schooling outcomes for Indigenous students? Herein, we discuss research that investigated school principals' professional practices associated with their leadership of Indigenous education in rural, regional and remote (RRR) schools. Qqualitative research was undertaken using interpretive methodologi

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Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (2012): 40–46. http://dx.doi.org/10.1017/jie.2012.7.

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Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indi

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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait I

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Manathunga, Catherine, Jing Qi, Maria Raciti, Kathryn Gilbey, Sue Stanton, and Michael Singh. "Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges." Scholarship of Teaching and Learning in the South 6, no. 1 (2022): 112–37. http://dx.doi.org/10.36615/sotls.v6i1.203.

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Global doctoral education has been particularly affected by the COVID-19 pandemic and the Black Lives Matter movement, which have drawn attention to the vast inequities faced by black, cultural minority and Indigenous peoples. These developments have focused urgent attention on the need to de-homogenise Australian doctoral education. Australian universities have been very slow to create recognition and accreditation programs for First Nations and transcultural (migrant, refugee and international candidates) knowledge systems, histories, geographies, languages and cultural practices in doctoral

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Chakraborty, Amal, Margaret Cargo, Victor Maduabuchi Oguoma, Neil T. Coffee, Alwin Chong, and Mark Daniel. "Built Environment Features and Cardiometabolic Mortality and Morbidity in Remote Indigenous Communities in the Northern Territory, Australia." International Journal of Environmental Research and Public Health 19, no. 15 (2022): 9435. http://dx.doi.org/10.3390/ijerph19159435.

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Indigenous Australians experience poorer health than non-Indigenous Australians, with cardiometabolic diseases (CMD) being the leading causes of morbidity and mortality. Built environmental (BE) features are known to shape cardiometabolic health in urban contexts, yet little research has assessed such relationships for remote-dwelling Indigenous Australians. This study assessed associations between BE features and CMD-related morbidity and mortality in a large sample of remote Indigenous Australian communities in the Northern Territory (NT). CMD-related morbidity and mortality data were extrac

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Melchert, Belinda, Marion Gray, and Adrian Miller. "Educator Perspectives on Indigenous Cultural Content in an Occupational Therapy Curriculum." Australian Journal of Indigenous Education 45, no. 1 (2016): 100–109. http://dx.doi.org/10.1017/jie.2016.3.

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Health professionals must understand Indigenous perspectives to deliver effective health services. This study set out to determine the amount, type and effectiveness of current Indigenous content in an occupational therapy curriculum at an Australian regional university and the progress in meeting the National Aboriginal Health Strategy (NAHS) minimum standards for Indigenous content for Australian Universities. Twenty-one academic staff teaching at an Australian University were surveyed with five follow-up interviews. Findings suggest that while educators saw the importance of Indigenous cult

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Trimmer, Karen, Graeme Gower, and Graeme Lock. "Reinventing Another Unaipon: Indigenous Science Leaders for the Future." Australian Journal of Indigenous Education 47, no. 2 (2017): 216–25. http://dx.doi.org/10.1017/jie.2017.14.

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The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and t

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Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.

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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum

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Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (2017): 149–69. http://dx.doi.org/10.1075/ijolc.4.2.02mal.

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Abstract Although a minority of Indigenous Australians still use their heritage languages, English has been largely adopted by Aboriginal and Torres Strait Islander people as their medium of communication both within and beyond their communities. In the period since English first reached Australia in 1788, a dialect has emerged, drawing on English, contact language, and Indigenous language sources, to enable Aboriginal and Torres Strait Islander speakers to maintain cultural conceptual continuity while communicating in a dramatically changed environment. In the perspective of Cultural Linguist

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Fasoli, Lyn, and Bonita Moss. "What Can We Learn from ‘Innovative’ Child Care Services? Children's Services Purposes and Practices in Australia's Northern Territory." Contemporary Issues in Early Childhood 8, no. 3 (2007): 265–74. http://dx.doi.org/10.2304/ciec.2007.8.3.265.

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This article explores the diversity of services designed for young children currently operating in Australia in remote Northern Territory (NT) Indigenous communities as a provocation for the renewal and revitalisation of mainstream (typical Australian conventional, Western values oriented and urban-based) child care services. Australian society has accepted a standardised model of child care and conceptualised it as a service designed primarily for parents who work. It has become remarkably uniform in look, nature and purpose, regardless of where it is located. The article refers specifically

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Mackinlay, Elizabeth, Martin Nakata, and Katelyn Barney. "Editorial." Australian Journal of Indigenous Education 46, no. 2 (2017): iii. http://dx.doi.org/10.1017/jie.2017.26.

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We are very pleased to bring you Volume 46.2 of the Australian Journal of Indigenous Education. In conversation as Indigenous and non-Indigenous educators working towards social justice in education, the papers in this Volume explore key questions across school, tertiary education and policy contexts. One of the key challenges for those of us working in Indigenous education landscapes in Australia and globally continues to be the ways in which policy plays out and is performed through high stakes testing of various shapes and forms. Like policy itself, ‘testing’ is linked to discourse about In

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Vass, Greg. "‘So, What is Wrong with Indigenous Education?’ Perspective, Position and Power Beyond a Deficit Discourse." Australian Journal of Indigenous Education 41, no. 2 (2012): 85–96. http://dx.doi.org/10.1017/jie.2012.25.

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It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression ‘Indigenous education’ within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to ‘Indigenous education’ being viewed as a ‘regime of truth’, it is my contention that the widespread and largely uncritical use of this expression is contributing to sustaining deficit assumptions regarding the engagement and outcomes of Indigenous students within Australian schools. To explore

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Gunawan, David, William Griffiths, and Duangkamon Chotikapanich. "Inequality in Education: A Comparison of Australian Indigenous and Nonindigenous Populations." Statistics, Politics and Policy 13, no. 1 (2022): 57–72. http://dx.doi.org/10.1515/spp-2021-0026.

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Abstract Data from the Household Income and Labour Dynamics in Australia Survey is used to estimate distributions for the level of educational attainment for Australian indigenous and nonindigenous populations for the years 2001, 2006, 2014 and 2017. Bayesian inference is used to analyse how these ordinal categorical distributions have changed over time and to compare indigenous and nonindigenous distributions. Both the level of educational attainment and inequality in educational attainment are considered. To compare changes in levels over time, as well as inequality between the two populatio

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Wilson, George R., Melanie J. Edwards, and Jennifer K. Smits. "Support for Indigenous wildlife management in Australia to enable sustainable use." Wildlife Research 37, no. 3 (2010): 255. http://dx.doi.org/10.1071/wr09130.

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Wildlife managers could play a greater role in ensuring that Indigenous wildlife harvesting is sustainable and helping to address community health and employment challenges facing Indigenous Australians in remote and rural areas. Wildlife managers need to listen more to what Indigenous people say they want from their country and for their people, such as increased game to supplement their diet and security for totemic species, to maintain culture. In pre-colonial Australia, adherence to customary law maintained wildlife species Indigenous Australians wanted. Today the long-term sustainability

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