Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface

Day, Andrew; Nakata, Vicky; Nakata, Martin; Martin, Grégory

doi:10.1080/07294360.2014.973379

Cited by 39 publications

(25 citation statements)

References 22 publications

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“…Nevertheless, these studies reflect the findings of Krause et al Indigenous students have reported feeling overwhelmed by university, which they find to be an alien and isolating environment, 98 with the stress of navigating an unfamiliar environment being the main reason for withdrawal. 99 Feelings of unfamiliarity are exacerbated by the lack of information for enrolling Indigenous students on university websites, and what is available is often difficult to locate. 100 Enrolment packs and mainstream orientation programmes also lack information for Indigenous students.…”

Section: Barriers To Completing Law Schoolmentioning

confidence: 99%

Educational Disadvantages and Indigenous Law Students: Barriers and Potential Solutions

Melville

2017

Asian Journal of Legal Education

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Indigenous students are under-represented in Australian universities, including in law school, and have lower educational outcomes relative to non-Indigenous students. First, this article identifies systemic barriers that prevent Indigenous students from enrolling in law school, including entrenched educational disadvantage that prevents many Indigenous students from achieving the grades necessary for university entry. Indigenous students who overcome this disadvantage and enrol in law schools then face higher attrition rates relative to non-Indigenous law students. Indigenous students find law schools to be intimidating, unfamiliar and alienating environments. Law schools privilege a narrow Western model of legal education that continues to deny Indigenous understandings of the law. Second, this article identifies potential solutions that may assist in addressing these barriers. These include alternative entry schemes, building pathways between vocational training and universities and engaged outreach programmes for assisting Indigenous students into higher education. Academic, social and financial support is required to address attrition rates; however, solutions need to go deeper than the provision of additional assistance. This article argues for the need to Indigenize legal education, and for the curriculum to consider law as pluralistic and embedded in power relations, and to provide the focus on social justice which motivates many Indigenous students to study law in the first place.

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Section: Barriers To Completing Law Schoolmentioning

confidence: 99%

Educational Disadvantages and Indigenous Law Students: Barriers and Potential Solutions

Melville

2017

Asian Journal of Legal Education

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“…While it has been widely recognised that Indigenous Australians are significantly under-represented across the higher education sector 1 (Bunda et al., 2012; Day et al., 2015; Hogarth, 2017; Rigney, 2010, 2011; Trewin & Madden, 2005; Trudgett, 2009, 2013), Page et al. (2017) reported that the number of Indigenous students in higher education settings and senior Indigenous staff employed by Australian universities has steadily increased.…”

Section: Introductionmentioning

confidence: 99%

Examining Indigenous leadership in the academy: A methodological approach

Coates¹,

Trudgett

Page

2020

Australian Journal of Education

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Formal Indigenous leadership within Australian universities has expanded significantly in the last decade. Given this advancement, understanding how to integrate Indigenous leadership into existing institutional governance structures is an area that requires investigation. Recognising the need to further examine Indigenous leadership in the higher education governance structure, the Walan Mayiny: Indigenous Leadership in Higher Education project commenced in 2018. This Australian Research Council funded project specifically aims to examine the roles and subsequent responsibilities of senior Indigenous appointments within the Australian higher education sector and senior Indigenous higher education roles across Canada, New Zealand and the United States. In doing so, it investigates the responsibilities, impacts, key advantages and barriers of senior Indigenous appointments within Australian universities from an Indigenous perspective. The article provides details of the theoretical framework and research methods adopted within the Walan Mayiny: Indigenous Leadership in Higher Education project. Preliminary findings and demographic information pertaining to the participants who have currently contributed to the study will be presented in order to help us gain a better understanding of the role and subsequent value of Indigenous leadership within the higher education sector.

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“…Madden [167], C. K. Lemley, T. L. Lee [13], A. Pryor, P. Bowman [21], A. Day, V. Nakata, M. Nakata, G. Martin [4].…”

Section: Introductionmentioning

confidence: 99%

Art education as a way of preserving the traditional ethnocultural identity of indigenous minority peoples from the North, Siberia and the Far East

Kolesnik¹,

Libakova²,

Сертакова³

2018

NSPU Bulletin

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Проблема и цель. В статье представлен анализ возможностей современного художественного образования выступать в качестве эффективного инструмента сохранения этнокультурной идентичности коренных малочисленных народов Севера на материале Красноярского края. Цель статьи провести комплексное исследование существующих образовательных практик в сфере художественного образования на Севере Красноярского региона, выявить их роль в формировании этнокультурной идентичности обучающихсяпредставителей коренных малочисленных народов Севера, Сибири и Дальнего Востока. Методология. Статья основана на анализе материалов полевых исследований, проводимых с 2010 года по настоящее время на северных территориях Красноярского края (Эвенкийский муниципальный район, Таймырский Долгано-Ненецкий муниципальный район). В качестве основного метода было выбрано полуформализованное экспертное интервью. В качестве респондентов выступили как специалисты, реализующие образовательные программы в сфере художественного образования, так и мастера, сформировавшиеся в ходе освоения этих программ. * Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований, Правительства Красноярского края, Красноярского краевого фонда поддержки научной и научно-технической деятельности в рамках научного проекта № 17-16-24601. Исследование выполнено при поддержке Красноярского краевого фонда науки в рамках реализации проекта: «Разработка научно-методического обеспечения сохранения уникального культурного наследия для кетской и энецкой этнокультурных групп коренных малочисленных народов Севера, Сибири и Дальнего Востока, проживающих на территории Красноярского края» Колесник Мария Александровнакандидат культурологии, кафедра культурологии, Сибирский федеральный университет, Красноярск, Россия.

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Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface

Cited by 39 publications

References 22 publications

Educational Disadvantages and Indigenous Law Students: Barriers and Potential Solutions

Educational Disadvantages and Indigenous Law Students: Barriers and Potential Solutions

Examining Indigenous leadership in the academy: A methodological approach

Art education as a way of preserving the traditional ethnocultural identity of indigenous minority peoples from the North, Siberia and the Far East

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