The Intersectional Challenges of Indigenous Women's Leadership

Ryan, Tess

doi:10.5325/aboriginal.3.2.0149

Cited by 3 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, we argue that it is time for deeper conversations about voice-like evidence, not all agents are created equal (Lowe et al, 2019a). Indigenous diversity needs to be visibly represented, including people in metropolitan, regional and remote communities and inclusive of diversity in, for example, gender and sexuality (Ryan, 2020). Indigenous multiculturalism is seldomly attended to in great depth when analysing wicked policy problems such as Indigenous education.…”

Section: Indigenous Voices-the Heart Of Transformative Discourses In ...mentioning

confidence: 93%

Indigenous education policy, practice and research: unravelling the tangled web

2022

View full text Add to dashboard Cite

An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and diversity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.

show abstract

Section: Indigenous Voices-the Heart Of Transformative Discourses In ...mentioning

confidence: 93%

Indigenous education policy, practice and research: unravelling the tangled web

2022

View full text Add to dashboard Cite

show abstract

“…We are far from the first to suggest relationship (relatedness) as an essential element of breaking this impasse – publications by Australian Aboriginal scholars have been making this point for decades (e.g. Holt, 1992; Martin, 2008; Fredericks, 2010; Rogers, 2018; Ryan, 2020). Although reciprocity and relationship in research are often discussed in terms of cultural and community safety, we emphasise the extent to which relatedness as a methodology is also about decolonising knowledge production.…”

Section: Historicising Indigenous Knowledges In the Neoliberal Univer...mentioning

confidence: 99%

Aboriginal knowledge, the history classroom and the Australian university

Musgrove

Wolfe

2021

HER

View full text Add to dashboard Cite

PurposeThis article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.Design/methodology/approachThe authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.FindingsIt argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.Originality/valueThis article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

show abstract

A framework for evaluating women’s leadership programmes

Stephenson,

Mikolajczak,

Ryan

et al. 2024

Evaluation

View full text Add to dashboard Cite

The increase in women’s leadership programmes has been paralleled by a growing demand on behalf of private and public sector stakeholders for pragmatic reporting on impact assessment. Yet, there remains limited research and tools available for conducting evaluation of women’s leadership programmes. Based on an extensive review of the literature and co-design with a sub-national Australian government, we develop an evaluation framework for women’s leadership programmes. Our framework identifies critical measures and indicators at a micro, meso and macro level that can be used by researchers and practitioners to measure the impact of women’s leadership programmes on women (and minoritised genders), organisations and structures – wider gender equality. We argue that evaluation is valuable in understanding the impact that women’s leadership programmes have as well as the impact they do not have – providing more rigorous analysis of the sometimes tenuous impacts of women’s leadership programmes. Such evaluation is critical to identifying women’s leadership programmes’ roles in tackling gender inequalities and women’s continued under-representation in leadership. It may also help identify other interventions and policy and legislative change needed to bring about a desired change.

show abstract

The Intersectional Challenges of Indigenous Women's Leadership

Cited by 3 publications

References 24 publications

Indigenous education policy, practice and research: unravelling the tangled web

Indigenous education policy, practice and research: unravelling the tangled web

Aboriginal knowledge, the history classroom and the Australian university

A framework for evaluating women’s leadership programmes

Contact Info

Product

Resources

About