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Journal articles on the topic 'Indigenous Australian education'
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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 (March 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 results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.
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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 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 into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have.
1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
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Singh, David. "Aboriginal and Torres Strait Islander Education." International Journal of Critical Indigenous Studies 5, no. 2 (June 1, 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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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 (July 13, 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 boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.
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Foley, Dennis. "Indigenous Research, Differing Value Systems." Australian Journal of Indigenous Education 28, no. 1 (December 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 (March 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. Present government policies empower Aboriginal people to veto certain kinds of archaeological research they do not agree with. At minimum this may require archaeologists to engage in what can become protracted consultation, with uncertain outcomes.
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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 (June 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 skills in young Australian Indigenous children. This project challenged the stereotypical assumption (by non-Indigenous Australians) that the majority of Indigenous Australian children have well-developed or even above-average movement skill development, based on their being more likely than non-Indigenous children to engage in regular physical activity and perform well in sport. It was important to test this assumption if a comprehensive picture of the developmental challenges and educational disadvantages faced by Indigenous Australian children, particularly those in remote regional areas, was to be established. Sixty-five per cent of the sample of Indigenous children were found to have retained moderate to high levels of the Asymmetrical Tonic Neck Reflex (ATNR) which in previous research has been linked to developmental delay, not only in movement skills but also in areas strongly related to academic achievement.
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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 staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the web sites of 40 Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students' higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students, and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.
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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 (May 11, 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 qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.
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Hansen, C. K. "The Development of Aboriginal Education." Aboriginal Child at School 17, no. 1 (March 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 attempts at educating indigenous people; the importance of Aboriginal culture as a socio-cultural identifier and educational issue; and the needs Aboriginal children have in terms of curriculum and pedagogy. These fundamental elements are the counterpoints from which any study of the development of Aboriginal education, within Australia, must proceed.
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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 interactions and services provided to people in remote Australian areas, and provides two empirical examples of the contemporary, structural, and harmful influence of policy and political figures in a remote school. By examining the politics of being a school leader, the policy background for remote Australian schools, and the unique challenges of position both in policy and physical terms, we show how contemporary racism structures and conditions the lives of young people in remote contexts today.
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McIntosh, Ian. "Anthropologists and Aboriginal Reconciliation: The Efficacy of Symbolic Reconciliatory Gestures." Practicing Anthropology 23, no. 1 (January 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 education, and other fields.
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Maritz, Alex, and Dennis Foley. "Expanding Australian Indigenous Entrepreneurship Education Ecosystems." Administrative Sciences 8, no. 2 (June 6, 2018): 20. http://dx.doi.org/10.3390/admsci8020020.
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Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families." Contemporary Issues in Early Childhood 2, no. 1 (March 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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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 (August 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, and while there is tension between these areas rather than see as a problem we chose to interrogate this and argue for the potential for fruitful intellectual collaboration. This article problematises pedagogy and finds that sustained effort needs to be made to understand how pedagogical approaches to Australian Indigenous studies and Indigenous education are guiding and shaping each cognate area.
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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 achieved. A particular focus of the paper will be to acknowledge higher education as a tool of empowerment – a process that enables people to identify and address their own issues, and to use such knowledge and understanding as the platform for personal, positive growth. Finally this paper will contextualise higher education from within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to the empowerment of the individual but also has a critical role in ultimately re-positioning Indigenous Australians in the wider Australian society.
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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 (November 10, 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 lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.
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Barrow, Emma, and Barry Judd. "Whitefellas at the Margins." International Journal of Critical Indigenous Studies 7, no. 2 (June 1, 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 rhetoric of government and civil institutions in promoting causes such as reconciliation and ‘closing the gap’. The history of Australian colonialism teaches us that, when a deep and productive engagement between settler and native has occurred, the stability of Anglo-Australian identity is destabilised as the colonial establishment is reminded of Indigenous dispossession and the moral and legal legitimacy of the contemporary Australian state become subject to problematic questions that arise from this fact of Australian history. Framing the contemporary context of change and resistance, the authors discuss the importance of inclusive institutional practice, in the quest for a democratic modelling that points to a pathway for a truer recognition, acceptance and inclusion of Indigenous peoples in the ‘mainstream’ of Australian university life.
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Watson, Shalini. "New Digital Technologies: Educational Opportunities for Australian Indigenous Learners." Australian Journal of Indigenous Education 42, no. 1 (August 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 concluded that the despite the barriers to the uptake of digital technologies, the potential offered holds much promise for such groups. In Australia, Indigenous people are the most severely under-represented in higher education, with access rates that have been declining over the past 6 years. Therefore, this issue has been classified as a matter of the highest national priority (Bradley, Noonan, Nugent, & Scales, 2008, p. 16). Concurrently, evidence is mounting that digital learning environments are able to produce positive learning outcomes for Indigenous students, albeit with a number of barriers to their uptake. This literature review explores: current trends in digital technologies and tertiary instructional practices, barriers to the uptake of digital technologies for Indigenous learners in Australia, and the potential of digital technologies for accommodating Indigenous learning styles. A number of implications for practice are discussed, based on the review of the literature.
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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 (October 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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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 and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.
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Townsend-Cross, Marcelle. "Indigenous Australian Perspectives in Early Childhood Education." Australasian Journal of Early Childhood 29, no. 4 (December 2004): 1–6. http://dx.doi.org/10.1177/183693910402900402.
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Nakata, Martin, and Elizabeth Mackinlay. "Editorial." Australian Journal of Indigenous Education 44, no. 2 (October 7, 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 stages and the main intention behind this special issue is to share significant findings from this important research. Much of the work presented here is by postgraduate students and AJIE is very pleased to be able to provide a voice and forum to support and ‘grow’ early career researchers in our field.
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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 retention strategy in Indigenous higher education. It investigates the “reverse block visit” component of a flexi-mode course delivered by the Centre for Aboriginal Studies at Curtin University of Technology in Perth, Western Australia. Initial findings suggest that this community based support strategy may be impacting positively on risk factors contributing to students withdrawing from their studies. Further research is required to explore the validity of this initial data and how the “reverse block visit” from Centre staff may be working to help students to decide to continue studying.
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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 empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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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 methamphetamine use is higher in Indigenous than non-Indigenous communities, particularly in urban and regional settings. No evidence was identified that specifically related to effective treatment and treatment outcomes for Indigenous Australians experiencing methamphetamine dependence or problematic use. While studies involving methamphetamine users in the mainstream population suggest that psychological and residential treatments show short-term promise, longer-term outcomes are less clear. Community-driven interventions involving Indigenous populations in Australia and internationally appear to have a high level of community acceptability; however, outcomes in terms of methamphetamine use are rarely evaluated. Improved national data on prevalence of methamphetamine use among Indigenous people and levels of treatment access would support service planning. We argue for the importance of a strength-based approach to addressing methamphetamine use, to counteract the stigma and despair that frequently accompanies it.
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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 which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
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Nakata, Martin. "Difficult Dialogues in the South: Questions about Practice." Australian Journal of Indigenous Education 47, no. 1 (October 2, 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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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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Page, Susan. "The transformative potential of Southern SOTL for Australian Indigenous Studies." Scholarship of Teaching and Learning in the South 1, no. 1 (September 11, 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 Indigenous scholars are already making to the field in general and to social justice education more specifically.
How to cite this reflective piece:
PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017.
This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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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 (December 17, 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 students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.
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Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (August 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 Indigenous issues into their future teaching programs. This article, while focusing on teacher education developments at the University of Tasmania (UTAS) to meet National Standards and Frameworks for preservice teachers, provides some general background, and identifies recently developed resources, including the potential for Indigenous centres within universities to assist educators.
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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 (April 20, 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 methodologies and document analysis techniques. Data collected in the period 2012-2014 through evaluations of Indigenous education in thirty one Australian primary, secondary and combined schools, from diverse RRR locations, was used for the research. Principals' professional practices described in the 'Australian Professional Standard for Principals' provided the overall framing for analysis of the data (AITSL, 2014). Principals' extant practices that shape the ecology of education for Indigenous students in rural schools were identified. Educational leadership that authentically values the culture, agency and beliefs of Indigenous people; that places Indigenous students' physical, mental, cultural and spiritual wellbeing at the centre of the schools' activities; that actively develops collaborative relationships and networks based on reciprocity, trust, cooperation and civility; that is guided and sustained by humanistic endeavour, makes a significant contribution towards the participation and achievements of Indigenous students. The article concludes with a framework for leadership of Indigenous education in RRR schools which locates the principal in the role of 'protagonist', building bridging social capital around the practices that contribute holistically to the education of Indigenous students.
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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 (April 29, 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 education. A significant body of research investigates Australian universities’ education of Indigenous and transcultural doctoral candidates. However, few scholars have sought to trace the links between individual personal doctoral candidate life histories and large-scale Australian government policy trends. This paper draws upon the Indigenous knowledge global decolonization praxis framework and de Sousa Santos’ theories about cognitive justice and epistemologies of the South to fill this gap. Future aspects of this project will involve conducting an international policy analysis, life histories and time mapping to implement key Indigenous knowledge approaches in Australian doctoral education. This paper will critically explore the application of three core First Nations knowledge approaches – the agency of Country, the power of Story and intergenerational, iterative and intercultural knowledges – to Australian doctoral education.
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Wilson, Katie, and Judith Wilks. "Australian Indigenous higher education: politics, policy and representation." Journal of Higher Education Policy and Management 37, no. 6 (October 29, 2015): 659–72. http://dx.doi.org/10.1080/1360080x.2015.1102824.
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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 (July 17, 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 the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.
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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 (April 8, 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 cultural content, they lacked confidence in delivering this content. The need for a strategic and planned approach to embedding Indigenous content throughout the curriculum was identified. Future research evaluating the effectiveness of cultural competency initiatives is suggested.
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Kutay, Cat. "Caretaking Aboriginal Australian Knowledges Online." ab-Original 4, no. 1-2 (December 2020): 72–102. http://dx.doi.org/10.5325/aboriginal.4.1-2.0072.
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ABSTRACT The influence of Aboriginal Australian's Knowledges and Protocols on Australian culture has been profound and yet little acknowledged. To acknowledge the First Peoples of Australia and integrate their knowledge into the education system, we start with the First Peoples' contribution to culture and learning since invasion in Australia. We then consider contributions now to educational technologies with a focus on collectivist knowledge sharing, oral teaching, narrative teaching, peer-to-peer sharing, and truth telling. In recognition of what modern non-Indigenous cultures have lost, we are appropriating technology to share the concepts around narrative learning and sustainable practice. This uses pattern matching skills that were initially developed for sharing knowledge across different environments between Aboriginal Australian communities and provides processes for memorizing and sharing diversity. Ways of emulating these processes online is constructive in modern language reclamation, where the existing language information is scattered across many individuals, clans, and locations.
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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 (July 1, 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 of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.
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Trudgett, Michelle. "Western places, academic spaces and Indigenous faces: supervising Indigenous Australian postgraduate students." Teaching in Higher Education 16, no. 4 (August 2011): 389–99. http://dx.doi.org/10.1080/13562517.2011.560376.
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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 (August 1, 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 extracted from NT government health databases for 120 remote Indigenous Australian communities for the period 1 January 2010 to 31 December 2015. BE features were extracted from Serviced Land Availability Programme (SLAP) maps. Associations were estimated using negative binomial regression analysis. Univariable analysis revealed protective effects on all-cause mortality for the BE features of Education, Health, Disused Buildings, and Oval, and on CMD-related emergency department admissions for the BE feature Accommodation. Incidence rate ratios (IRR’s) were greater, however, for the BE features Infrastructure Transport and Infrastructure Shelter. Geographic Isolation was associated with elevated mortality-related IRR’s. Multivariable regression did not yield consistent associations between BE features and CMD outcomes, other than negative relationships for Indigenous Location-level median age and Geographic Isolation. This study indicates that relationships between BE features and health outcomes in urban populations do not extend to remote Indigenous Australian communities. This may reflect an overwhelming impact of broader social inequity, limited correspondence of BE measures with remote-dwelling Indigenous contexts, or a ‘tipping point’ of collective BE influences affecting health more than singular BE features.
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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 Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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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 (January 31, 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 populations, first order stochastic dominance and an index of educational poverty are used. To examine changes in inequality over time, two inequality indices and generalised Lorenz dominance are considered. Results are presented in terms of posterior densities for the indices and posterior probabilities for dominance for the dominance comparisons. We find some evidence of improvement over time, especially in the lower parts of the indigenous distribution and that inequality has significantly increased from 2001 to 2017.
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Nakata, Martin. "Pathways for Indigenous Education in the Australian Curriculum Framework." Australian Journal of Indigenous Education 40 (2011): 1–8. http://dx.doi.org/10.1375/ajie.40.1.
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This article reflects on pathways for Indigenous education in the developing agenda of the Australian Curriculum, the cross-curriculum priorities, the general capability area of intercultural understanding, and the positioning of Indigenous learners within the diversity of learners with English as an additional language or dialect (EALD).
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Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (December 14, 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 Linguistics it can be shown that many of the modifications in the lexicon, grammar, phonology, and discourse of English as used by Indigenous Australians can be related to cultural/conceptual principles, of which five are illustrated here: interconnectedness, embodiment, group reference, orientation to motion, and orientation to observation. This is demonstrated here with data from varieties of Aboriginal English spoken in diverse Australian locations.1 The understanding of Aboriginal English this gives has implications for cross-cultural communication and for education.
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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 (September 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 to ‘Innovative’ Indigenous Children's Services (the term ‘Innovative’ refers to a federally funded government initiative called the ‘Innovative Child Care Scheme’, an initiative stemming from the 1992–96 National Child Care Strategy) as a new kind of children's space in the child care landscape. The authors reflect on the findings of recent research which explored what could be learned from remotely located Indigenous children's services staff, particularly in relation to the important questions the research raised for the social agendas and public policies that underpin development and theory currently shaping mainstream centre-based long day care programs.
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Mackinlay, Elizabeth, Martin Nakata, and Katelyn Barney. "Editorial." Australian Journal of Indigenous Education 46, no. 2 (November 8, 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 Indigenous peoples, capacity for educational ‘success’ and the kinds of pedagogies and teacher-ly performativities that might be enacted to achieve such outcomes. This is a necessarily complex landscape and the discussions we present in this Volume ask us to take pause and consider the relationship between policy, testing and educational practice and the ways these interface with Indigenous ways of being, doing and knowing.
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Bullen, Jonathan, and Lynne Roberts. "Driving Transformative Learning within Australian Indigenous Studies." Australian Journal of Indigenous Education 48, no. 01 (February 1, 2018): 12–23. http://dx.doi.org/10.1017/jie.2017.40.
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Australian undergraduate programmes implementing Indigenous studies courses suggest transformative educational outcomes for students; however, the mechanism behind this is largely unknown. To begin to address this, we obtained baseline data upon entry to tertiary education (Time 1) and follow-up data upon completion of an Indigenous studies health unit (Time 2) on student learning approaches, student-teacher rapport, classroom community, critical reflection (CR) and transformative experiences within the unit. Three-hundred-thirty-six health science first-year students (273 females, 63 males) completed anonymous in-class paper questionnaires at both time points. Hierarchical multiple regression analysis indicated that (a) CR was the strongest predictor of transformative learning experiences, (b) the relationship between deep learning approach upon entry to tertiary education and transformative learning experiences was mediated by CR and (c) rapport and classroom community accounted for significant variance in CR. These results suggest that students benefit from tutors’ ability to develop rapport and classroom community, leading to greater capacity for student CR. This in turn promotes transformative learning possibilities within the Indigenous studies learning environment. These findings provide a further rationale for institutions to embed Indigenous knowledge into courses and highlight the importance of evaluating their effect and quality.
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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 of Indigenous wildlife harvesting is threatened. Where Indigenous communities lack leadership and other social problems exist, their capacity to apply customary land-and sea-management practices and to operate cultural constraints on wildlife use is reduced. The Indigenous right to hunt should coexist with responsible management. Improved wildlife management that combines science and traditional knowledge has implications for Indigenous people worldwide. Western science can support Indigenous passion for caring for the land. It can draw on traditional Indigenous practice and, through reciprocal learning, help reinstate Indigenous law and culture in communities. In Australia, wildlife managers could be more engaged in supporting Indigenous Australians in activities such as surveying populations and estimating sustainable yields, identifying refuge areas, maximising habitat diversity, controlling weeds and feral animals, and exchanging information across regions. Although support for Indigenous land and wildlife management has risen in recent years, it remains a minor component of current Australian Government resource allocation for addressing Indigenous need. Wildlife management could be a stronger focus in education, training and employment programs. Proactive wildlife management conforms to both the western concept of conserving biodiversity and Indigenous wildlife management; it can support sustainable harvesting, provide employment and income, create learning and training opportunities and improve Indigenous health. If greater expenditure were directed to Indigenous wildlife management, wildlife managers, especially Indigenous wildlife managers, could become more engaged in cultural initiatives across traditional and scientific practices and so contribute to programs that address the health and motivational challenges facing Indigenous communities.
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Flavell, Helen, Rosalie Thackrah, and Julie Hoffman. "Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (December 18, 2013): 39–57. http://dx.doi.org/10.21153/jtlge2013vol4no1art560.
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Cross-cultural understanding has been identified as an important graduate capability crucial for global citizenry, and most universities now include cultural skills or competence within their generic graduate capabilities. However, cross-cultural education and pedagogy are specialised areas and few academics are equipped, or have the confidence, to teach in this area. As a consequence, cross-cultural graduate capabilities are rarely effectively measured or assured. Despite these challenges, the Australian higher education sector is increasingly being called upon to Indigenise its curriculum and develop graduates with Indigenous cultural competence (Australian Universities Guiding Principles for Developing Indigenous Cultural Competency, 2011). This paper describes the approach used to introduce a unit into Curtin University's School of Nursing and Midwifery, in partnership with Curtin's Centre for Aboriginal Studies, with the aim of developing graduate Indigenous Australian cultural competence. Pedagogical approaches are discussed and an analysis of quantitative and qualitative data from the University's online student feedback mechanism provided. Results show that although the unit has provided the majority of students with a strong start on their journey to developing Indigenous cultural competence a single course is not sufficient and, consistent with the literature in the field, resistance to compulsory Indigenous content is evident. The paper considers some of the complexities of teaching Indigenous Australian content within a contemporary Australian university. In doing so, the paper explores what Indigenous cultural competency might be and how it might be achieved providing a useful model with application to other disciplines.