Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia

Fredericks, Bronwyn; Kinnear, Susan; Daniels, Carolyn; CroftWarcon, Pamela; Mann, Julie

doi:10.1007/978-981-10-4062-7_8

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…Certainly, more Indigenous perspectives in the classroom are needed to support Indigenous students' learning outcomes. Further as Fredericks et al (2015a & b) point out, learning content in university contexts often "reflects very little, if any, Indigenous perspectives" (2015a, p. 1).…”

Section: Lack Of Indigenous Perspectives In the Curriculum: "I Wish I...mentioning

confidence: 99%

Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Fredericks,

Barney,

Bunda

et al. 2023

SUCCESS

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Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.

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Section: Lack Of Indigenous Perspectives In the Curriculum: "I Wish I...mentioning

confidence: 99%

Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Fredericks,

Barney,

Bunda

et al. 2023

SUCCESS

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“…While there has been changes to our participation rates, our attrition and completion rates do not compare favourably with other Australian students. For example, in 2010, we did not enter university with the same prior attainment compared to non-Indigenous students, we were more likely to be mature age students, to study in external mode and to undertake a bridging or enabling course and complete our degrees over an extended period (Behrendt, Larkin, Griew, & Kelly, 2012; Fredericks, Kinnear, Daniels, Croft-Warcon, & Mann, 2017). This despite the fact that most universities have developed and implemented Indigenous Education Strategies, Indigenous Employment Strategies and Reconciliation Action Plans (RAPs) following recommendations from the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (2012) and the development of the Universities Australia Indigenous Strategy 2017–2020 (Universities Australia, 2017).…”

Section: Indigenous Women In the Academymentioning

confidence: 99%

Using bridges made by others as scaffolding and establishing footings for those that follow: Indigenous women in the Academy

Fredericks

White

2018

Australian Journal of Education

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The first recorded Aboriginal person to graduate with an undergraduate qualification from any Australian university was Aboriginal woman Margaret Williams-Weir in 1959 ( Melbourne University, 2018 ). Williams-Weir graduated with a Diploma in Education. There have now been six decades of graduating Indigenous Australian women in the discipline of education, and many other disciplines. In this article, we explore Indigenous women’s presence in higher education through the narratives of our lives as Aboriginal women within education and the lives of other Indigenous women, noting their achievements and challenges. We acknowledge that while the number of Aboriginal and Torres Strait Islander women participating in university study and becoming engaged in education as a discipline at undergraduate and postgraduate levels has increased, we are still significantly underrepresented. Similarly, while we have seen increases in Indigenous university staff within the education discipline, the employment of Indigenous academics has not reached parity with non-Indigenous academics levels and too few are employed in the professoriate and in senior management positions. We will show how we would not have been able to develop our education careers within higher education without the bridges built by those like Dr Williams-Weir and others who went before us. We will share how we have worked to establish the footings for those Indigenous women who will follow us and others. In this way, we work within the context that is for the now and the future.

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“…However, with the recent TRC in Canada (TRC, 2015) and a renewed drive for constitutional recognition for Indigenous peoples in Australia (Morris & Pearson, 2017), there is a renewed focus on enabling the academic success of Indigenous students through university enabling programs such as the FNTP and PTS that bridge cultures in culturally relevant ways that attend to IWKL (Fredericks et al, 2017).…”

Section: The Historical Context: Residential and Mission Schoolsmentioning

confidence: 99%

Bridging Cultures Over-Under: Digital Navigation to Create Liminal Spaces of Possibility

Hogue¹,

Forrest²

2018

CJFY

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In this paper, we as educators of Indigenous students transitioning into post-secondary education, reflect on our collaborative pilot project: Bridging Cultures Over-Under, a connection of Indigenous students in similar preparation for university programs at the University of Lethbridge in Lethbridge, AB, Canada, and at Batchelor Institute in Darwin, NT, AU. Unbeknownst to the students, the story of attempted assimilation of Indigenous peoples in both countries, and the resultant socio-economic conditions, is both parallel and similar. Through Skype sessions, Indigenous students in polar opposite countries shared their own experiences, culture, history, stories, dreams and desires and some of their academic work. The goal was to understand their shared experience and further build on these relationships so they might learn from and support each other through peer mentoring. Outcomes of this project have lead to a continued connection and the development of a secure Facebook site so that the students can further build their relationships and develop a more extensive network as they continue on their academic journey.

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Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia

Cited by 7 publications

References 9 publications

Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Using bridges made by others as scaffolding and establishing footings for those that follow: Indigenous women in the Academy

Bridging Cultures Over-Under: Digital Navigation to Create Liminal Spaces of Possibility

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