Past, Present and Future: Acknowledging Indigenous Achievement and Aspiration in Higher Education

The number of Indigenous students enrolled in higher education is increasing. Yet parity with the proportion of domestic students attending university remains some way off. This review outlines the efforts that have been made to reduce the gap in Indigenous staff and student outcomes.Looking at the Australian higher education sector in 20 years’ time the authors ask what is the future for senior Indigenous appointments and the aspiration of including Indigenous knowledge in the curriculum? The review identifies one pathway to Indigenous workforce outcomes is through postgraduate programs. It describes efforts underway to embed Indigenous perspectives into the broader curriculum. The review concludes with some optimism that Indigenous Australian outcomes are gradually moving from the margins to the centre of universities missions albeit at a pace that will need to improve to achieve parity by 2040

Exploring an Indigenous graduate attribute project through a critical race theory lens

Graduate attributes are a mechanism not only for developing employability skills, but also for fostering graduate abilities to be productive contributors to social change. There is growing recognition that university graduates can and should contribute to enhancing outcomes for Aboriginal and Torres Strait Islander Australians signaling the need for dedicated Indigenous curriculum for all university students. Consider the transformative possibilities of significant numbers of graduates empowered to work effectively in partnership with Indigenous Australians. In 2014 almost 10,000 students graduated from the University of Technology Sydney (UTS). Reflecting the organisational culture, graduate attributes also illustrate the values of an institution. In 2014, responding to the Behrendt Review of Higher Education Access and Outcomes of Aboriginal and Torres Strait Islander People (2012) call for whole of university approaches, UTS approved the development of an Indigenous Graduate Attribute (IGA) Framework for all university courses. Recognising that resources would be required to support the implementation of such an ambitious project, a proposal was made to establish an Indigenous academic expertise centre to support the implementation of IGAs in all courses. In this paper the Aboriginal academic staff leading the IGA project will draw on Critical Race Theory (CRT), including the work of Ladson-Billings, to reflect on our experiences in the first year of the project. We use CRT to highlight the ways in which institutions might work with Indigenous academics to optimise the success of complex projects such as the UTS Indigenous Graduate Attribute project

Indigenous higher education sector: The evolution of recognised Indigenous Leaders within Australian Universities

There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of 'colonialised education' included missionary schools, segregated and mixed public schooling, total exclusion and 'modified curriculum' specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017-2020 Indigenous Strategy (Universities Australia, 2017)

Post-mortem findings and causes of death of harbour porpoises (Phocoena phocoena) stranded from 1990 to 2000 along the coastlines of Belgium and northern France

peer reviewedBetween the,ears 1990 and 2000, an attempt was made to determine the causes of death of 55 harbour porpoises stranded along the Belgian and northern French coasts. From 1990 to 1996, only five carcasses were collected as against seven in 1997, eight in 1998, 27 in 1999 and eight in 2000. The sex ratio was normal and most of the animals were juvenile. The most common findings were emaciation, severe parasitosis and pneumonia. A few cases of fishing net entanglement were observed. The main microscopical lesions were acute pneumonia, massive lung oedema, enteritis, hepatitis and gastritis. Encephalitis was observed in six cases. No evidence of morbillivirus infection was detected. Pneumonia was associated with bacteria or parasites, or both. The causes of death and the lesions were similar to those previously reported in other countries bordering the North Sea. The cause of the increased numbers of carcasses in 1999 was unclear but did not include viral epizootics or net entanglement. A temporary increase in the porpoise populatiou in the southern North Sea may have been responsible. (C) 2002 Elsevier Science Ltd. All rights reserved

The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices

This is an exploratory conceptual paper regarding the ontological and epistemological premises that are present in the enrollment of Indigenous peoples in doctoral programs at higher education institutions (HEIs). The paradoxical nature of navigating through distinct points-of-view about two distinct cultural perspectives, that of the doctorate representing a culminating recognition of a professional culture based on Western tradition and the norms and values of Indigenous cultures. There are personal risks involved in undergoing an education predicated on conflicting messages paradoxes represent from prior personal and collective experience and from institutional dicta and expectations. This paper looks at how an individual brings these elements together in a transformative manner that accepts or rejects governmental preference for enhanced participation by Indigenous peoples in doctoral education programs

A SEARCH FOR RETROVIRUS INFECTION IN SYSTEMIC LUPUS-ERYTHEMATOSUS AND RHEUMATOID-ARTHRITIS

Evidence for retroviral infection in general and human immunodeficiency virus (HIV) infection in particular was sought in freshly isolated peripheral blood T cells, B cells, and monocyte-macrophages from patients with rheumatoid arthritis (RA) and systemic lupus erythematosus (SLE) and also in T cell and B cell lines established from the same source. Similar cells isolated from rheumatoid synovial membrane were also examined. The strategy used for the detection of virus was cocultivation with susceptible cell lines looking for syncytia formation, reverse transcriptase production, and nucleic acid hybridisation with HIV cDNA probes. No evidence for infection was obtained

Supervision provided to Indigenous Australian doctoral students: a black and white issue

© 2014, © 2014 HERDSA. The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians

Western places, academic spaces and indigenous faces: Supervising indigenous Australian postgraduate students

Supervision is arguably one of the most important support mechanisms provided to higher degree research students. Research into the role of supervision is emerging, with many scholars arguing the importance of establishing a connection between the supervisor and the student. However, problems can emerge when this relationship is overlaid with cultural differences and the supervisor has little knowledge of the student's cultural positioning. This paper will draw on findings of a doctoral research inquiry to explore the supervision provided to Indigenous Australian postgraduate students. Recommendations for change will be offered in the course of the discussion. © 2011 Taylor & Francis