What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education?

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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Teaching Interreligious Encounter

10.1093/oso/9780190677565.003.0010 ◽

2017 ◽

Author(s):

Hans Gustafson

Keyword(s):

Higher Education ◽

Service Learning ◽

Community Engagement ◽

Case Studies ◽

Course Design ◽

Comparative Theology ◽

Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

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Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

The Australian Journal of Indigenous Education ◽

10.1017/jie.2019.30 ◽

2020 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Stacey Kim Coates ◽

Michelle Trudgett ◽

Susan Page

Keyword(s):

Higher Education ◽

Indigenous Education ◽

Indigenous Australians ◽

Access To Higher Education ◽

Public Schooling ◽

Indigenous Students ◽

Early Experiences ◽

Commonwealth Government ◽

The 1960S ◽

Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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Illuminating Indigenous health care provider stories through forum theater

AlterNative An International Journal of Indigenous Peoples ◽

10.1177/1177180121995801 ◽

2021 ◽

Vol 17 (1) ◽

pp. 61-70

Author(s):

Vanessa Van Bewer ◽

Roberta L Woodgate ◽

Donna Martin ◽

Frank Deer

Keyword(s):

Higher Education ◽

Health Care ◽

Health Care Professionals ◽

Indigenous Health ◽

Indigenous Education ◽

Cultural Safety ◽

Lateral Violence ◽

Indigenous Students ◽

Current Context ◽

Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

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What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Education Citizenship and Social Justice ◽

10.1177/1746197917731353 ◽

2017 ◽

Vol 13 (2) ◽

pp. 177-196 ◽

Cited By ~ 5

Author(s):

Eugene Gabriel Machimana ◽

Maximus Monaheng Sefotho ◽

Liesel Ebersöhn

Keyword(s):

Higher Education ◽

Service Learning ◽

Community Engagement ◽

School Context ◽

Secondary Analysis ◽

Rural School ◽

Multiple Partner ◽

Social Challenges ◽

Education Community ◽

Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

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Accelerating the implementation of SDG 4: stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-04-2020-0123 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Lombuso Precious Shabalala ◽

Sisa Ngcwangu

Keyword(s):

Higher Education ◽

South Africa ◽

Community Engagement ◽

Narrative Analysis ◽

Qualitative Methodology ◽

Higher Education Institutions ◽

Reciprocal Relationship ◽

Stakeholder Perceptions ◽

Content Type ◽

Sustainable Community

Purpose This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

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