Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba

2019 ◽  
Author(s):  
Blas Segovia-Aguilar
Keyword(s):  
Indigenous Studies ◽  
Indigenous Students ◽  
The University

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.

Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses

2010 ◽  
Vol 39 (S1) ◽  
pp. 40-52 ◽  
Author(s):  
Berice Anning
Keyword(s):  
Indigenous Knowledge ◽  
Cultural Competency ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Department Of Education ◽  
Disciplinary Culture ◽  
Learning And Teaching ◽  
Workplace Relations ◽  
The University ◽  
Professional Capacity

AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

Indigenous Knowledge, Perspectives, and Design Principles in the Engineering Curriculum

2018 ◽  
Author(s):  
Marcia R. Friesen ◽  
Randy Herrmann
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Design Principles ◽  
First Year ◽  
Infrastructure Development ◽  
Conceptual Approach ◽  
Indigenous Students ◽  
History Of ◽  
Energy Independence ◽  
The University

Canadians live with a legacy of troubled relationships between Indigenous Canadians and non-Indigenous Canadians, rooted in a history of colonialism and racism. Aligned with the Truth & Reconciliation Commission's Calls to Action and the University of Manitoba's Strategic Priorities 2015-2020, The Faculty of Engineering is planning curriculum initiatives to incorporate Indigenous Knowledge, perspectives and design principles.The paper reviews the conceptual approach which encompasses both the culture of the institution as well as specific curriculum initiatives. These curriculum initiatives include redeveloping three core courses, first-year Design in Engineering, third year Engineering Economics, and third year Technology & Society for explicit inclusion of Indigenous knowledge, perspectives, and design principles; integrating Indigenous design emphases in capstone design courses, including Indigenous design principles and design application of importance to Indigenous communities, such as infrastructure development, energy independence, and food security; increasing the participation of Indigenous students in the Coop/Industrial Internship Program (IIP), and using the Coop/IIP to build authentic linkages to Manitoba Indigenous communities and environments; and, fostering linkages between teaching and existing faculty research programs

When a Dream Becomes a Nightmare: Why do Indigenous australian Medical Students Withdraw from Their Courses?

2008 ◽  
Vol 37 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Isabel Ellender ◽  
Marlene Drysdale ◽  
Janice Chesters ◽  
Susan Faulkner ◽  
Heather Kelly ◽  
...  
Keyword(s):  
Medical Students ◽  
Secondary Schools ◽  
Teaching Methods ◽  
Response Rate ◽  
Medical Schools ◽  
High Rate ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Recruitment And Retention ◽  
The University

AbstractThis paper investigates reasons Indigenous Australian medical students gave for leaving their courses prior to graduation. Indigenous students who had withdrawn or deferred from their medical courses were asked about the barriers and disincentives that had dissuaded them from graduating. Although the response rate to the questionnaire was very low, it opened up a way of looking at the particular experiences of Indigenous students. Of the 12 responses, the most prominent reason given for withdrawing was financial. Most were satisfied with enrolment processes but a number were disappointed with their courses and with teaching methods. More support from the university was the only encouragement that would have persuaded most respondents to continue. This paper explores the reasons for the high rate of withdrawal of Indigenous medical students and concludes by suggesting ways in which secondary schools, universities and their medical schools could respond to the recruitment and retention of Indigenous medical students.

Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies

2016 ◽  
Vol 45 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Katrina Thorpe ◽  
Cathie Burgess
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Course Content ◽  
Knowledge And Beliefs ◽  
Cultural Interface ◽  
The University ◽  
Preservice Teacher Learning

This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

scholarly journals Indigenous Studies and the Politics of Language

2013 ◽  
Vol 10 (1) ◽  
pp. 26-36
Author(s):  
Colleen McGloin ◽  
◽  
Bronwyn L. Carlson ◽  
Keyword(s):  
Language Use ◽  
Teaching Experience ◽  
Indigenous Studies ◽  
Teaching Staff ◽  
Cultural Expression ◽  
Political Impact ◽  
Oral Expression ◽  
The University ◽  
Changes Over Time ◽  
Insight Into

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples’ preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact on those being named and those doing the naming. This paper reflects the views and experiences of teaching staff at the Indigenous Studies Unit (ISU) in the Faculty of Arts at the University of Wollongong. It comes from our teaching experience, and from discussions with staff and students over the past few years that have conveyed to us a continuing anxiety about language use.

scholarly journals JOVENS INDÍGENAS NA UNIVERSIDADE: movimentos de apropriação e re-existência

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Michele Barcelos Doebber ◽  
Maria Aparecida Bergamaschi
Keyword(s):  
Indigenous People ◽  
Rio Grande ◽  
University Student ◽  
Rio Grande Do Sul ◽  
Indigenous Students ◽  
Doctoral Research ◽  
Admission Policies ◽  
The University ◽  
Collaborative Methodology ◽  
Living Being

O crescente acesso de indígenas ao ensino superior, motivados pela busca de apropriação de ferramentas das sociedades não indígenas para a defesa de seus direitos, territórios e organização social, provocou, na última década, a consolidação de políticas de ingresso nas universidades públicas brasileiras por meiode cotas e/ou de outros programas específicos de acesso. Neste trabalho, apresentamos reflexões decorrentes de pesquisa de doutorado, a qual, através de uma metodologia colaborativa de inspiração etnográfica, cartografou movimentos do estar indígena na Universidade Federal do Rio Grande do Sul (UFRGS), bem como as repercussões dessa presença na instituição. Observamos que, ao chegarem à universidade, os jovens indígenas re-criam esse espaço, apropriando-se do universo acadêmico, dos conhecimentos ocidentais e, ao mesmo tempo, re-existem através de uma presença disruptiva que se expressa na linguagem, nas diferentes temporalidades, na lógica comunal, no compromisso com a comunidade e na re-existência epistêmica. Desse modo, o estar sendo indígena universitário dá-se na fronteira entre dois universos opostos e complementares. Nesse lugar, habita a potência do pensar indígena que, atuando entre dois sistemas de pensamento (da ciência ocidental e o próprio), pode causar rupturas na episteme hegemônica.YOUNG INDIGENOUS IN FEDERAL UNIVERSITY OF RIO GRANDE DO SUL: movements of seizing and re-existingABSTRACTThe increasing access of indigenous people to higher education, motivated by the search for seize tools from non-indigenous societies to be used in the defense of their rights, territories, and social organization, led in the last decade to the consolidation of admission policies in public universities through quotas and/or other specific access programs. Here we present reflections resulting from a doctoral research, which, through a collaborative methodology of ethnographic inspiration, mapped movements of indigenous living at the Federal University of Rio Grande do Sul (UFRGS), Brazil, as well as the repercussions of this presence in the institution. We note that, upon arriving to the university, young indigenous people re-create this space, seizing the academic universe of Western knowledge and, at the same time, re-exist through a disruptive presence that is expressed in language, in different temporalities, in communal logic, in commitment to the community, and in epistemic re-existence. Thus far, living, being an indigenous university student, takes place at the border between two opposite and complementary universes. In this place lives the indigenous power of thinking, acting between two systems of thought (of western science and itself), can cause ruptures in the hegemonic episteme.Keywords: Indigenous students. Modes of re-existence. University. Interculturality.

scholarly journals Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu

2020 ◽  
Vol 30 (2) ◽  
pp. 12-18
Author(s):  
Kevin Lamoureux ◽  
Jennifer Katz
Keyword(s):  
British Columbia ◽  
Inclusive Education ◽  
Design Education ◽  
Keynote Lecture ◽  
Education For All ◽  
Indigenous Students ◽  
University Of British Columbia ◽  
The University ◽  
Business As Usual

In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.

scholarly journals Editor's Introduction

2012 ◽  
Vol 3 (2) ◽  
pp. 1-5
Author(s):  
Adam Gaudry
Keyword(s):  
Social Environment ◽  
Indigenous Peoples ◽  
Indigenous Studies ◽  
Community Members ◽  
Special Place ◽  
Faculty Presence ◽  
World Class ◽  
The Many ◽  
Dynamic Relationships ◽  
The University

The University of Victoria, in many ways, is a special place. It is one of the few universities in Canada where Indigenous issues are taught, discussed, and debated with the attention and care they deserve—and thanks to a cadre of excellent faculty and instructors, the debate has been a respectful one. The sizeable Indigenous faculty presence on campus, as well as a variety of programming options has created a healthy space for Indigenous scholarship. Perhaps one of the most important aspects of UVic is the constant acknowledgement that UVic is situated on the lands of the Coast and Straits Salish people. The presence of local Indigenous peoples—students, faculty, staff, and community members—as well as Indigenous peoples from further afield, makes for an enriching intellectual and social environment for those of us who study Indigenous issues here. In this atmosphere, learning extends to places outside of the classroom and provides for dynamic relationships with new people from different places with different perspectives. The University of Victoria has, quite deservedly, also developed a reputation as a world leader in Indigenous Studies, something that I have been reminded of at the many conferences I have attended across the continent. It is well known for producing some groundbreaking scholarship and attracting world-class students.

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