Situating Indigenous Knowledges and Governance Within the Academy in Australia

Walter, Maggie; Aitken, Wendy

doi:10.1007/978-981-10-1839-8_30-1

Cited by 1 publication

(1 citation statement)

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“…An appreciative enquiry approach (Trajkovski et al, 2013) is consistent with an Aboriginal 'strengths-based' approach to education (Armstrong et al, 2012). The authors acknowledged their 'colour blindness', and their tendency to acquire deficit notions regarding marginalised students achieving in a racially and socially stratified society (Lazar and Nicolino, 2019;Walter and Aitken, 2019). Interview questions were formulated and reviewed by a local Aboriginal Research Advisory Group made up of Elders and Aboriginal community members with an interest in health and education.…”

Section: Introductionmentioning

confidence: 99%

Rural Aboriginal high school students' views of their future tertiary education

Howard

Jeffery

Walters

et al. 2020

AJIE

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In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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Section: Introductionmentioning

confidence: 99%