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.

Training for Life and Healing: The Systemic Empowerment of Aboriginal and Torres Strait Islander Men and Women Through Vocational Education and Training

2018 ◽  
Vol 48 (2) ◽  
pp. 179-192
Author(s):  
Anne Stephens ◽  
Davena Monro
Keyword(s):  
Vocational Education ◽  
Torres Strait Islander ◽  
Mission Statement ◽  
Education And Training ◽  
Workforce Training ◽  
Theory Of Change ◽  
Vocational Education And Training ◽  
Torres Strait ◽  
Indigenous Mental Health ◽  
And Training

This paper integrates the findings of two evaluations into the effectiveness of human health workforce training delivery and outcomes. In the period 2012–2015, Wontulp-Bi-Buya College ran the Certificate III in Addictions Management and Community Development and the Certificate IV in Indigenous Mental Health: Suicide Prevention. The key findings are presented under three thematic areas: personal to community wellbeing, enrolment and completion and withdrawal and employment and voluntary sector engagement. The outcomes of both evaluations are combined to build a picture of successful course delivery, satisfaction and completion rates that well exceed the national average. The significant contribution the authors draw from these is the problematisation and theorising of the concept of ‘empowerment’. A term claimed by the College in its mission statement, the term ‘systemic empowerment’ has been co-developed with the College to both reclaim the concept of empowerment and to make sense of the personal and collective empowerment approach that serves as a framework for the trainer's pedagogy and course structures. Systemic empowerment contributes to the Colleges’ theory of change to tackle very important contemporary social and political issues holistically and at their root and serves as an important model of adult vocational education and training for Aboriginal and Torres Strait Islander people

Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies

1995 ◽  
Vol 23 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Sue Whatman
Keyword(s):  
Torres Strait Islander ◽  
Tertiary Education ◽  
Education And Training ◽  
Torres Strait Islander People ◽  
Tertiary Institutions ◽  
National Statistics ◽  
Indigenous Participation ◽  
Torres Strait ◽  
Employment Education ◽  
And Training

Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.

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.

scholarly journals NEWS: UQ Aboriginal and Torres Strait Islander Student Participation Project

1995 ◽  
Vol 23 (1) ◽  
pp. 54-54
Keyword(s):  
Academic Performance ◽  
Torres Strait Islander ◽  
Student Participation ◽  
Indigenous Students ◽  
Monitoring Strategies ◽  
Torres Strait ◽  
The University

The Aboriginal and Torres Strait Islander Studies Unit at The University of Queensland has identified the need to develop detailed monitoring strategies to gauge the participation and academic performance of indigenous students at The University of Queensland. To reach this goal the Unit has launched a project which aims to investigate the participation and post-study destinations of Aboriginal and Torres Strait Islander students.

scholarly journals Editorial

2015 ◽  
Vol 44 (1) ◽  
pp. iii-iv
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Australian Journal ◽  
Research Groups ◽  
Research Journal ◽  
Torres Strait

The challenge for any research journal today is how to continue to make the work we publish relevant, contemporary and innovative for the research groups, educational organisations, and Indigenous communities locally and globally that we serve. At the same time, we recognise it is important for us to continue our work in The Australian Journal of Indigenous Education within the critical pedagogical agenda in which it began; that is, the empowerment of Aboriginal and Torres Strait Islander peoples through education, combined with a concern to critique and challenge the national and international colonial contexts in which Indigenous education is positioned today.

scholarly journals Editorial

2017 ◽  
Vol 46 (1) ◽  
pp. iii-iii
Author(s):  
Katelyn Barney ◽  
Martin Nakata
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Education ◽  
50Th Anniversary ◽  
Constitutional Change ◽  
Torres Strait Islander People ◽  
Legal Doctrine ◽  
25Th Anniversary ◽  
University Environment ◽  
Common Goals ◽  
Torres Strait

We are very pleased to bring you Volume 46 of The Australian Journal of Indigenous Education. This year is a particularly significant time for Aboriginal and Torres Strait Islander issues and education. It marks the 25th anniversary of the landmark Mabo decision that refuted the legal doctrine of terra nullius and recognised that the Miriam people were continuously present and exclusively possessed Mer in the Torres Strait. It is also the 50th anniversary of the 1967 referendum, a significant milestone resulting in constitutional change to recognise Aboriginal and Torres Strait Islander peoples in the national census. This year also marks the release of the Universities Australia Indigenous Strategy 2017–2020, which is designed to provide a sector-wide initiative that binds all universities together with common goals. The strategy includes important initiatives to increase the numbers of Aboriginal and Torres Strait Islander people participating in higher education, increase the engagement of non-Indigenous people with Indigenous knowledge and educational approaches, and improve the university environment for Aboriginal and Torres Strait Islander people.

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