scholarly journals Introduction

2013 ◽  
Vol 42 (2) ◽  
pp. 85-87
Author(s):  
Jeannie Herbert
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Education ◽  
Learning Needs ◽  
Special Issue ◽  
Education Systems ◽  
Indigenous Students ◽  
Education Outcomes ◽  
Remote Locations ◽  
Education Service ◽  
Australian Education

This Special Issue of the Australian Journal of Indigenous Education presents a unique collection of nine articles representing the initial outputs from the Remote Education Systems’ (RES) 5-year project to research and identify ways in which education systems might respond more effectively to Aboriginal and Torres Strait Islander expectations, aspirations and learning needs. The project is unique for two reasons: (1) its focus on one of the most critical and complex aspects of the Australian education landscape — the need for systemic change in improving the education outcomes of Indigenous students living in remote locations throughout the nation; and (2) there is sufficient time for researchers to meaningfully engage with the diversity of remote-based stakeholders — educators, parents, students and the wider community – in order to obtain their viewpoints concerning the value of the remote-based education service delivery provided in their schools.

scholarly journals Aboriginal and Torres Strait Islander Education

2012 ◽  
Vol 5 (2) ◽  
pp. 50-52
Author(s):  
David Singh
Keyword(s):  
Student Outcomes ◽  
Torres Strait Islander ◽  
Indigenous Australians ◽  
Australian Government ◽  
Education Systems ◽  
Indigenous Children ◽  
Australian Education ◽  
Closing The Gap ◽  
Torres Strait

Australian education systems have long been challenged by the gap between Indigenous and nonIndigenous student outcomes. All levels of Australian government, as well as Indigenous leaders and educators, however, continue to meet the challenge through exhortation, strategies and targets. The most prominent of such strategies is ‘Closing the Gap’, which gives practical expression to the Australian Government’s commitment to measurably improving the lives of Indigenous Australians, especially Indigenous children.

Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System

2003 ◽  
Vol 32 ◽  
pp. 29-40 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Peter Dunbar-Hall
Keyword(s):  
Music Education ◽  
Education System ◽  
Torres Strait Islander ◽  
Indigenous Studies ◽  
Indigenous Students ◽  
Music Program ◽  
Australian Education ◽  
History Of ◽  
Torres Strait ◽  
Postcolonial Discourse

AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.

scholarly journals ‘So, What is Wrong with Indigenous Education?’ Perspective, Position and Power Beyond a Deficit Discourse

2012 ◽  
Vol 41 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Greg Vass
Keyword(s):  
Indigenous Education ◽  
Discursive Practices ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Australian Education ◽  
Student Achievements ◽  
Research And Policy ◽  
Regime Of Truth

It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression ‘Indigenous education’ within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to ‘Indigenous education’ being viewed as a ‘regime of truth’, it is my contention that the widespread and largely uncritical use of this expression is contributing to sustaining deficit assumptions regarding the engagement and outcomes of Indigenous students within Australian schools. To explore this concern, I will first ‘archaeologically’ excavate (Scheurich, 1997) the emergence of this ‘regime’ within the Australian setting. Following on from this, I will discuss and reflect upon recent debates associated with initiatives designed to ‘close the gap’ when comparing Indigenous and non-Indigenous student achievements in education. Given the changes inaugurated by the Labor-led ‘Education Revolution’ since 2007, this is a particularly pertinent line of inquiry to take up, with the focus of this article largely concerned with its impact in the Queensland setting.

Doing it Differently. Link and Learn — the work of the Indigenous Education and Training Alliance

2002 ◽  
Vol 30 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Pauline Taylor
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Education ◽  
Education And Training ◽  
Language And Literacy ◽  
Indigenous Students ◽  
Significant Area ◽  
Torres Strait ◽  
Education And Employment ◽  
Primary Focus ◽  
And Training

The Indigenous Education and Training Alliance (IETA) is a staff college of Education Queensland. Its primary focus is to broker and deliver professional development to educators around the policies contained within Partners for Success: strategy for the continuous improvement of education and employment outcomes for Aboriginal and Torres Strait Islander Peoples in Education Queensland (Education Queensland, 2000b). This paper describes how IETA's work to support one of the policies, Literacy for Aboriginal and Torres Strait Islander Students, has been theorised and enacted. It also discusses the organisation's successes and challenges in the significant area of language and literacy pedagogy for Indigenous students.

The Injinoo Home Language Program: A Positive Community Response to Marginalisation and Institutional Racism

1997 ◽  
Vol 25 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Christine Turner
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Education ◽  
Community Response ◽  
Institutional Racism ◽  
Home Language ◽  
Institutional Policy ◽  
Classroom Teachers ◽  
Language Program ◽  
Indigenous Students ◽  
Torres Strait

Teaching in and of itself is a difficult task fraught with obstacles to classroom success. For those who teach Aboriginal and Torres Strait Islander students these obstacles are compounded by a political atmosphere that colours every decision made within the school and indeed within education departments.As classroom teachers it is easy to say that politics has nothing to do with teaching and pretend that it is not an issue. As convenient as this attitude may be, it is denying the facts. Indeed all teachers involved in Indigenous education must accept that their role is political. They must see that part of their task is to overcome years of institutional policy and attitude that have contributed significantly to poor educational performances for Indigenous students in Australia.

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

2020 ◽  
pp. 1-7 ◽  
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).

scholarly journals Illuminating Indigenous health care provider stories through forum theater

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.

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

2017 ◽  
Vol 47 (2) ◽  
pp. 171-184
Author(s):  
Lorrin Ruihi Shortland ◽  
Terry Locke
Keyword(s):  
Digestive System ◽  
Indigenous Education ◽  
Disciplinary Literacy ◽  
Word Count ◽  
Indigenous Students ◽  
Science Discourse ◽  
Group Data ◽  
Focus Group Data ◽  
Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

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