Aboriginal Higher Education and Indigenous Students

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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Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

The Australian Journal of Indigenous Education ◽

10.1017/jie.2017.39 ◽

2018 ◽

Vol 48 (2) ◽

pp. 119-128

Author(s):

Martin Nakata ◽

Vicky Nakata ◽

Andrew Day ◽

Gregory Martin ◽

Michael Peachey

Keyword(s):

Higher Education ◽

Indigenous Students ◽

Knowledge And Skills ◽

Academic Knowledge ◽

Success In Higher Education ◽

Hidden Knowledge

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

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Differences in Entrepreneurial Skills of College Students in the Mexican Intercultural Context

International Journal of Business and Management ◽

10.5539/ijbm.v11n7p120 ◽

2016 ◽

Vol 11 (7) ◽

pp. 120

Author(s):

Marco Alberto Nunez Ramirez ◽

Teodoro Rafael Wendlandt Amezaga ◽

Maria Trinidad Alvarez Medina ◽

Jorge Ortega Arreola

Keyword(s):

Higher Education ◽

College Students ◽

Data Analysis ◽

Empirical Evidence ◽

Sampling Method ◽

Educational Programs ◽

Sustainable Rural Development ◽

Indigenous Students ◽

Entrepreneurial Skills ◽

The One

The purpose of this study is to describe the development of entrepreneurial skills of college students in the intercultural context of Mexico. By a non-probability sampling method, a sample of 120 students from an intercultural institution of higher education in the Southeastern Mexico was selected, from which two groups (Indigenous and Mestizos) were obtained to perform the corresponding statistical analyses. The first group was integrated by indigenous students (n = 55) and the second group by mestizos (n = 65). For data analysis, the Student t test and one-way analysis of variance (ANOVA) were used. The results showed no significant differences in the entrepreneurial skills between both groups. However, significant differences were obtained when considering the educational programs offered by the intercultural institution, where the program in sustainable rural development was the one that obtained a higher level regarding the development of entrepreneurial skills. This research contributes with empirical evidence to the knowledge on interculturality in this country.

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ENCONTROS DE ESTUDANTES INDÍGENAS DE MATO GROSSO DO SUL: desafios, protagonismo e interculturalidade no Ensino Superior

movimento-revista de educação ◽

10.22409/mov.v7i13.40809 ◽

2020 ◽

Vol 7 (13) ◽

Author(s):

Eva Maria Luiz Ferreira ◽

Beatriz dos Santos Landa

Keyword(s):

Higher Education ◽

University Students ◽

Financial Support ◽

Knowledge Network ◽

Institutional Policies ◽

Indigenous Students ◽

Mato Grosso ◽

University Spaces ◽

Mato Grosso Do Sul

O texto apresenta uma das experiências do projeto Rede de Saberes – Permanência de Acadêmicos Indígenas no Ensino Superior, desenvolvido por quatro universidades, UCDB, UEMS, UFMS e UFGD, com aporte financeiro da Fundação Ford. Este artigo reflete ainda sobre o protagonismo dos(as) estudantes indígenas na realização de encontros estaduais nos espaços universitários e em áreas indígenas, podendo ser apontados entre os resultados: a proposição de políticas públicas e institucionais; a criação de ações e programas específicos e diferenciados nas Instituições de Ensino Superior (IES); e o fortalecimento do protagonismo de jovens universitários(as) indígenas no enfrentamento dos diferentes desafios postos para eles nesses espaços e na construção de relações interculturais.MEETINGS OF INDIGENOUS STUDENTS FROM MATO GROSSO DO SUL: challenges, protagonism and interculturality in Higher Education ABSTRACTThe text presents one of the experiences of the project Knowledge Network − Permanence of Indigenous Academics in Higher Education, developed by four universities, UCDB, UEMS, UFMS and UFGD, with financial support from the Ford Foundation. This article also considers the protagonism of indigenous students in holding state meetings in university spaces and indigenous areas, resulting in: the proposition of public and institutional policies; creation of specific and differentiated actions and programs in Higher Education Institutions (IES); and strengthening of the role of young indigenous university students in facing the different challenges posed to them in these spaces and in the construction of intercultural relations.Keywords: Indigenous in Higher Education. Interculturality. Indigenous Protagonism

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Higher Education as Institution of Decolonization

10.4018/978-1-7998-7736-3.ch001 ◽

2022 ◽

pp. 1-16

Author(s):

Kevin Lujan Lee ◽

Ngoc T. Phan

Keyword(s):

Higher Education ◽

Political Science ◽

Indigenous Peoples ◽

Quantitative Methods ◽

Community Partnerships ◽

Methods Courses ◽

Indigenous Students ◽

Indigenous Sovereignty ◽

Colonial Histories ◽

Classroom Level

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

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Indigenous Student Experience in Higher Education

10.4018/978-1-7998-7736-3.ch016 ◽

2022 ◽

pp. 254-266

Author(s):

Lawrence F. Camacho ◽

Arline E. Leon Guerrero

Keyword(s):

Higher Education ◽

Student Experiences ◽

Indigenous Students ◽

University Campuses ◽

College And University ◽

Indigenous Student ◽

Diverse Student Populations ◽

Diverse Student ◽

Education Today ◽

College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

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Indigenous Students in Higher Education in the United States

Education ◽

10.1093/obo/9780199756810-0245 ◽

2020 ◽

Author(s):

Robin Zape-tah-hol-ah Minthorn

Keyword(s):

Higher Education ◽

Student Affairs ◽

Indigenous Peoples ◽

Lived Experiences ◽

Teaching And Learning ◽

The United States ◽

Indigenous Students ◽

Indigenous Student ◽

Student Affairs Professional ◽

Shed Light

This article attempts to highlight literature that focuses on Indigenous students, including the various areas that work to support and honor Indigenous students, faculty, staff, and communities. Only since 2000 has there been more literature produced by Indigenous scholars that honors Indigenous peoples’ lived experiences. This article attempts to focus on Indigenous-authored and Indigenous-centered literature whose goal is to shed light on how we better support Indigenous students through representation, research, teaching, and learning to the praxis of being an Indigenous student affairs professional and faculty member.

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One to One and Face to Face: A Community Based Higher Education Support Strategy Retaining Indigenous Australian University Students

The Australian Journal of Indigenous Education ◽

10.1017/s1326011100016069 ◽

2008 ◽

Vol 37 (1) ◽

pp. 28-39 ◽

Cited By ~ 8

Author(s):

Peta Sharrock ◽

Helen Lockyer

Keyword(s):

Higher Education ◽

Retention Rates ◽

Delivery Mode ◽

Community Based ◽

Indigenous Australian ◽

Indigenous Students ◽

Face To Face ◽

Support Strategy ◽

University Of Technology ◽

Education Support

AbstractLiterature relating to Indigenous Australian students in higher education highlights the need for improving the retention rates of Indigenous students in Australian universities. A cause for concern has been the increasing numbers of Indigenous Australian people experiencing lower progress and completion rates in comparison to non-Indigenous students. The literature suggests that flexible course delivery is a strategy for improving retention rates and participation. This research extends knowledge relating to the effectiveness of providing courses in flexible delivery mode as a retention strategy in Indigenous higher education. It investigates the “reverse block visit” component of a flexi-mode course delivered by the Centre for Aboriginal Studies at Curtin University of Technology in Perth, Western Australia. Initial findings suggest that this community based support strategy may be impacting positively on risk factors contributing to students withdrawing from their studies. Further research is required to explore the validity of this initial data and how the “reverse block visit” from Centre staff may be working to help students to decide to continue studying.

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