23 research outputs found

    Building and strengthening Indigenous early career researcher trajectories

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    Due to their Indigeneity, Indigenous early career researchers are positioned differently and therefore experience the higher education sector differently to their non-Indigenous peers. Such positioning significantly impacts the development and progression of Indigenous academic research career trajectories. This article reports from the first stage of a three-year longitudinal study to examine the self-identified support needs of Indigenous early career researchers. The findings offer six factors that are crucial in supporting Indigenous early career researchers to develop and establish sound research careers within the academy. This article engages Indigenous standpoints related to the cultural interface and Indigenist research, with a view to shaping institutional responses to supporting Indigenous research career trajectories and further to recognise Indigenous Knowledges as integral to building global academies of teaching, learning and research

    Paying-it-forward : Indigenous leadership in American higher education

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    This study focuses on Native American experiences of senior leadership in higher education, presenting a paradigm of Indigenous leadership based on the principle of paying-it-forward. The qualitative study, underpinned by Indigenist methodology, centers the responses of four Native American senior leaders in mainland America and Hawai´i who have strategically designed community-building policies and practices to counter ongoing isolation in higher education. Findings detail place-based leadership paradigms and practical strategies derived from Native American leadership rationales, showing the power of Native American leadership to challenge systemically biased perceptions, policies and practices that endeavor to isolate Indigenous peoples from each other, culture, language, and ways of being knowing and doing. The study is part of the international phase of an Australian-based project not only gives insight into higher education internationally, but also creates opportunity for consideration of what we can learn to our advantage in other colonized contexts

    On the front foot : Indigenous leadership in Aotearoa/New Zealand higher education

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    Despite increasing representation in higher education, Māori leaders are still seeking to overcome historical inequities and racial discrimination. This study investigates the circumstances of Māori leadership in higher education from a strength-based standpoint, highlighting the critical role Māori academics fulfil in senior leadership positions in Aotearoa/New Zealand universities by exploring Māori perceptions of the scope, influence and challenges of their senior leadership roles. These perceptions are described by five participants in the study and supported by literature predominantly authored by Māori academics. The qualitative study is underpinned by Political Race Theory, linking race and power at the individual level as well as at the institutional level. Findings give voice to senior leaders’ answers to the critical question: how can Indigenous leadership secure sustainable, transformative change in Aotearoa/New Zealand universities. The response to this question is underscored by the notion of shifting leadership positioning from the back-foot reactive politics to a front-foot status of strategic and transformative leadership. Reporting on Stage Five of an Australian project–Walan Mayiny: Indigenous Leadership in Higher Education, this study is the second in a series of three international case studies investigating Indigenous leadership in higher education

    The transformative potential of Southern SOTL for Australian Indigenous studies

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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

    Fostering Indigenous intercultural ability during and beyond initial teacher education

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    Aboriginal and Torres Strait Islanders people have a unique place in Australian history, culture and indeed the psyche, of the nation. However, this uniqueness, as first Australians, is both contested and polarising. Although not universal, racism and stereotyping are not uncommon to interactions between minority Aboriginal and Torres Strait Islander people and dominant fellow Australians (Bodkin-Andrews & Carlson, 2014; Paradies, Harris & Anderson, 2008). In the light of ongoing poor socio-economic and educational outcomes, for Aboriginal and Torres Strait Islander people, there is a growing consensus in Australian universities that graduates can contribute to improving those outcomes through enhanced service provision to Aboriginal and Torres Strait Islander peoples (Behrendt, Larkin, Griew & Kelly, 2012). This is particularly so in the professions, where curriculum development to ensure graduates are prepared to work effectively with Indigenous Australians has been ongoing. Teacher education has been working for some years now to address deficiencies in both the teaching of Indigenous Australian children and the delivery of Indigenous curriculum to all children. As early as the 1980s the National Aboriginal Education Committee (NAEC) initiated the 1,000 Aboriginal and Torres Strait Islander Teachers by 1990 project (Hughes & Willmot, 1982) for example. More recently, the Australian Institute for Teaching and School Leadership introduced Indigenous focus areas to the professional teaching standards (Australian Institute for Teaching and School Leadership, 2014). Developing intercultural competency is part of this worthy goal for pre-service teachers

    A sociocultural approach to supporting Indigenous Australian success

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    Australia, reflecting a global trend, is seeking to capitalise on the knowledge economy by widening participation in higher education at both the undergraduate and postgraduate level (Australian Government, 2009; Gale, 2014; Samuel & Mariaye, 2014). The broader inclusion of people who might not previously have attended university, such as Indigenous people and people with disabilities, is increasingly recognised as crucial to future economic growth, international competiveness and national prosperity (Bradley, Noonan, Nugent, & Scales, 2008; Lomax-Smith, Watson, & Webster, 20111)

    Tactics or strategies? : exploring everyday conditions to facilitate implementation of an Indigenous graduate attributes project

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    In 2017 Universities Australia (UA), the peak body representing Australian universities released its Indigenous Strategy 2017–2020. The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The Strategy outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the Strategy. The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau’s notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project

    [In Press] Shaming the silences : Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices

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    An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased ‘awareness’, ‘knowledges’ and ‘abilities’ to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one’s own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols

    Australian Indigenous early career researchers : unicorns, cash cows and performing monkeys

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    Data from the Developing Indigenous Early Career Researchers (ECRs) project reported that efforts of Indigenous ECRs are often undermined by examples of micro-racism. Shared personal experiences revealed racist attitudes and assumptions held by some non-Indigenous academics. This draws critical attention to the fact that while many institutions have developed Indigenous strategies to address disparities between Indigenous and non-Indigenous staff and student’s, racism is prevelant in higher education institutions across Australia. In this study, Indigenous ECRs metaphorically described their presence in the academy as unicorns, cash cows or performing monkeys. These terms illustrate the way in which Indigenous ECR attendance in the Australian higher education sector has been viewed, devalued and/or undermined by non-Indigenous academics and the institutions in which they are employed. Specifically, the notion of behavioural racism is used to critique the level of engagement and commitment of non-Indigenous academics to the inclusion of Indigenous knowledges and worldviews

    [In Press] Ain't no mountain high enough : perceived impact of Senior Indigenous Leadership on aspiring of Indigenous academics within Australian universities

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    Due to a long history of exclusion and marginalization, Indigenous Australians have been under-represented at senior levels across the 39 Australian universities until recent times. While the number of senior Indigenous leadership positions across the sector is steadily increasing, these positions have not been empirically investigated until now. The Walan Mayiny: Indigenous Leadership in Higher Education project commenced in 2018, with the aim to examine the roles, responsibilities and subsequent contributions of senior Indigenous leaders within Australian universities. This paper reports on findings from one component of the Walan Mayiny study, which seeks to understand the impact of senior Indigenous leaders in higher education from the perspectives of Indigenous academics. The varying levels of engagement between Indigenous academics and their senior Indigenous leader is examined. This paper also reports on the perceptions Indigenous academics have in regard to their own career progression and the role senior Indigenous leaders play in ensuring there are opportunities for career progression. The findings also highlight the varying opinions Indigenous academics hold in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. Finally, implications of these findings are discussed
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