First Peoples: Aboriginal and Torres Strait Islander Participation in Higher Education

2016 ◽  
pp. 53-67 ◽  
Author(s):  
Celeste Liddle
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
First Peoples ◽  
Torres Strait ◽  
Participation In Higher Education

scholarly journals The Fallacy of the Bolted Horse: Changing Our Thinking About Mature-Age Aboriginal and Torres Strait Islander University Students

2015 ◽  
Vol 44 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Suzanne Plater ◽  
Julie Mooney-Somers ◽  
Jo Lander
Keyword(s):  
Higher Education ◽  
University Students ◽  
Torres Strait Islander ◽  
Developing Nations ◽  
University Education ◽  
Alternative View ◽  
The Public ◽  
Extrinsic Value ◽  
Working Age ◽  
Torres Strait

The aim of this article is to critically review and analyse the public representations of mature-age university students in developed and some developing nations and how they compare to the public representations of mature-age Aboriginal and Torres Strait Islander university students in Australia (‘students’ also refers to graduates unless the context requires specificity). Relevant texts were identified by reviewing education-related academic and policy literature, media opinion and reportage pieces, conference proceedings, and private sector and higher education reviews, reports and submissions. What this review reveals is striking: very few commentators are publicly and unambiguously encouraging, supporting and celebrating mature-age Aboriginal and Torres Strait Islander university students. This strongly contrasts with the discussions around mature-age university students in general, where continuous or lifelong learning is acclaimed and endorsed, particularly as our populations grow older and remain healthier and there are relatively lower numbers of working-age people. While scholars, social commentators, bureaucrats and politicians enthusiastically highlight the intrinsic and extrinsic value of the mature-age student's social and economic contributions, the overarching narrative of the mature-age Aboriginal and Torres Strait Islander student is one of ‘the horse has bolted’, meaning that it is too late for this cohort and therefore society to benefit from their university education. In this article we examine these conflicting positions, investigate why this dichotomy exists, present an alternative view for consideration, and make recommendations for further research into this area.

scholarly journals Contemporary consequences of the 1967 Referendum

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Brooke Ottley
Keyword(s):  
Torres Strait Islander ◽  
Constitutional Reform ◽  
Torres Strait Islander People ◽  
First Peoples ◽  
Torres Strait

The 1967 Australian Referendum and subsequent constitutional reform are widely considered a victory for Aboriginal and Torres Strait Islander people and an elevating moment in Australia’s history. However, this analysis reveals the Referendum was in some ways an anticlimax, enabling paternalistic policies and exploitation of the First Peoples of Australia.

Indigenous Research: Three Researchers Reflect on their Experiences at the Interface

2007 ◽  
Vol 36 (S1) ◽  
pp. 23-31 ◽  
Author(s):  
Deanne Minniecon ◽  
Naomi Franks ◽  
Maree Heffernan
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Standpoint Theory ◽  
Indigenous Research ◽  
Research Project ◽  
Cultural Interface ◽  
Research Questions ◽  
Torres Strait

AbstractUtilising Nakata’s (2007) description of the “cultural interface”, two Indigenous researchers and one non-Indigenous researcher examine their development of Indigenous research in and with Aboriginal and Torres Strait Islander communities conducted from within an institution of higher education. The authors reflect on their experiences in developing an Indigenous research project and use Indigenous standpoint theory as a device to explore these experiences. The framing of priorities and research questions, ethics processes, the treatment of project information or data, the managing of competing accountabilities, and the role of non-Indigenous researchers in Indigenous research are all explored in these reflections.

… but what about the Aboriginal and/or Torres Strait Islander Health Worker academic? Transcending the role of ‘unknowing assistant’ in health care and research through higher education: a personal journey

2020 ◽  
Vol 49 (2) ◽  
pp. 119-126
Author(s):  
Janet Stajic
Keyword(s):  
Higher Education ◽  
Health System ◽  
Health Worker ◽  
Indigenous Peoples ◽  
Torres Strait Islander ◽  
Clinical Skills ◽  
Educational Institutions ◽  
Australian Health ◽  
Torres Strait ◽  
Torres Strait Islander Health

AbstractThe Aboriginal and Torres Strait Islander Health Worker/Practitioner (A&TSIHW) workforce provides not only clinical skills but also responds to specific social and cultural needs of the communities they serve bringing knowledge derived from lived and embodied knowledges. The A&TSIHW is a recognised health professional within the Australian health system; however, this workforce continues to be under-supported, under-recognised and under-utilised. A common discourse in literature written about A&TSIHWs focused on the need to empower and enhance the A&TSIHW capabilities, or rendered the A&TSIHW as part of the problem in improving the health of Indigenous peoples. In contrast, articles written by A&TSIHWs, published in the Aboriginal and Islander Health Worker Journal, tell a different story, one about the limitations of the health system in its ability to care for Indigenous peoples, recognising A&TSIHW leadership. This paper deals with two interrelated tensions—the undervaluing of the A&TSIHW as a clinician and the undervaluing of the A&TSIHW as an academic—both of which the author has had to navigate. It explores the specific challenges of the A&TSIHW academic who too seeks recognition beyond that of ‘assistant’ within the research enterprise, drawing upon personal experiences and engagement with educational institutions, including higher education.

Reinventing Another Unaipon: Indigenous Science Leaders for the Future

2017 ◽  
Vol 47 (2) ◽  
pp. 216-225
Author(s):  
Karen Trimmer ◽  
Graeme Gower ◽  
Graeme Lock
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Small Sample ◽  
Indigenous Science ◽  
Stem Programs ◽  
Science Technology ◽  
Torres Strait ◽  
And Mathematics ◽  
Education Science ◽  
Australian Universities

The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.

The Black Academy

2020 ◽  
pp. 389-406
Author(s):  
Mark Rose
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Torres Strait Islander ◽  
Research Paradigm ◽  
Indigenous Culture ◽  
Torres Strait Islander People ◽  
Terra Nullius ◽  
Dark Ages ◽  
Indigenous Perspective ◽  
Torres Strait

The continent nominated by Westerners “Terra Australis Incognita” was land occupied for tens of thousands of years; home to peoples whose surviving descendants, the Aboriginal and Torres Strait Islander people, could claim to have sustained the world's oldest culture. The colonists occupying the territory, however, declared it “terra nullius,” a land with no recognized claim. The colonial attitude to Indigenous culture was similar, treating it as “Intellectual nullius.” From the colonial occupation to the 1980s became the “Dark Ages for Indigenous Knowledge,” in which the trans-generational capability, engaged in Western knowledge, was rare. In this chapter, this history is revisited on a path to current contributions of the Black Academy to higher education. These are advanced here as: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.

scholarly journals Community gets you through: Success factors contributing to the retention of Aboriginal and Torres Strait Islander Higher Degree by Research (HDR) students

2018 ◽  
Vol 9 (4) ◽  
pp. 13-23
Author(s):  
Katelyn Barney
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Torres Strait Islander ◽  
Success Factors ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Undergraduate Study ◽  
Success In Higher Education ◽  
Torres Strait

This paper explores success factors contributing to the retention of Aboriginal and Torres Strait Islander Higher Degree by Research (HDR) students identified through a National Teaching Fellowship. Interviews with Indigenous HDR graduates are analysed to explore inhibiting and success factors to completing an HDR. While the fellowship focused mostly on building successful pathways from undergraduate study into HDRs, interviewees also discussed success factors for completing an HDR. In order to address Indigenous student retention and success in higher education, finding out what contributes to successful HDR completions for Indigenous students across diverse disciplines is critical.

Closing the gap: A whole of school approach to Aboriginal and Torres Strait Islander inclusivity in higher education

2018 ◽  
Vol 30 ◽  
pp. 86-90 ◽  
Author(s):  
Amanda C. Fowler ◽  
Beverley Ewens ◽  
Caroline Vafeas ◽  
Leitha Delves ◽  
Colleen Hayward ◽  
...  
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Closing The Gap ◽  
Torres Strait
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