Abstract The objective of this paper is to explore the learning challenges of a group of first-year Papuan medical students. Perspectives were obtained from a group of Papuan medical students (attaining high and low grades) and Faculty staff (Papuan and Non-Papuan) at the University of Cenderawasih, Indonesia. This qualitative case study research employed semi-structured interviews conducted online via Skype. Data were analysed using a general inductive method and classified into themes to reflect Papuan students' learning challenges. We identified three main themes, namely the individual, the university and the outside environment. We found that these Papuan students were affected by their individual challenges, such as self-perception and the level of their learning and social skills. At the university level, students faced difficulties in adjusting their learning and felt that they were lacking a quiet supportive learning environment. They were also influenced by outside environment factors, such as family and financial concern. Given the wide range of challenges faced by Papuan medical students, Faculty development initiatives incorporating cultural responsiveness into the curriculum and wider government support are crucial for the successful educational advancement of Papuan medical students, which ultimately leads to better health outcomes for the Indigenous people of Papua.
{"title":"Exploring Papuan medical students' learning experiences whilst studying in Indonesia","authors":"Renny Sulelino, Yan Chen, M. Henning","doi":"10.1017/jie.2020.7","DOIUrl":"https://doi.org/10.1017/jie.2020.7","url":null,"abstract":"Abstract The objective of this paper is to explore the learning challenges of a group of first-year Papuan medical students. Perspectives were obtained from a group of Papuan medical students (attaining high and low grades) and Faculty staff (Papuan and Non-Papuan) at the University of Cenderawasih, Indonesia. This qualitative case study research employed semi-structured interviews conducted online via Skype. Data were analysed using a general inductive method and classified into themes to reflect Papuan students' learning challenges. We identified three main themes, namely the individual, the university and the outside environment. We found that these Papuan students were affected by their individual challenges, such as self-perception and the level of their learning and social skills. At the university level, students faced difficulties in adjusting their learning and felt that they were lacking a quiet supportive learning environment. They were also influenced by outside environment factors, such as family and financial concern. Given the wide range of challenges faced by Papuan medical students, Faculty development initiatives incorporating cultural responsiveness into the curriculum and wider government support are crucial for the successful educational advancement of Papuan medical students, which ultimately leads to better health outcomes for the Indigenous people of Papua.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43007943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful dialogue pertaining to the complexities and challenges for non-Aboriginal teachers teaching in the Aboriginal Studies space. Interview data identified key issues, strategies and themes relating to how non-Aboriginal teachers of Aboriginal Studies negotiate and operate in highly contested knowledge spaces, their roles and responsibilities as social justice educators and their capacity to enact substantive change within and beyond the Aboriginal Studies classroom. Nakata's cultural interface theory provides a useful tool for data analysis as Aboriginal Studies sits squarely at the centre of this interface. The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far under-researched, roles within the classroom, whilst opening an intriguing dialogue pertaining to the future of Aboriginal Studies in schools and its place within Australia's broader movement for conciliation.
{"title":"‘Teaching from the Heart’: challenges for non-Aboriginal teachers teaching Stage 6 Aboriginal Studies in NSW secondary schools","authors":"Daniel Stern, Cathie Burgess","doi":"10.1017/jie.2020.3","DOIUrl":"https://doi.org/10.1017/jie.2020.3","url":null,"abstract":"Abstract This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful dialogue pertaining to the complexities and challenges for non-Aboriginal teachers teaching in the Aboriginal Studies space. Interview data identified key issues, strategies and themes relating to how non-Aboriginal teachers of Aboriginal Studies negotiate and operate in highly contested knowledge spaces, their roles and responsibilities as social justice educators and their capacity to enact substantive change within and beyond the Aboriginal Studies classroom. Nakata's cultural interface theory provides a useful tool for data analysis as Aboriginal Studies sits squarely at the centre of this interface. The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far under-researched, roles within the classroom, whilst opening an intriguing dialogue pertaining to the future of Aboriginal Studies in schools and its place within Australia's broader movement for conciliation.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42513877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marion Gray, Yvonne Thomas, Marianne Bonassi, J. Elston, G. Tapia
Abstract Culturally safe health practitioners are essential for effective service provision to culturally diverse populations, including Indigenous Australians. Therefore, cultural safety education during training as a health care professional is an essential component in helping improve the health of Indigenous Australians. This study examined whether the implementation of an Indigenous cultural safety education workshop increased self-rated cultural safety knowledge and attitudes of allied health students. The study employed a quantitative before-and-after design using pre- and post-surveys to determine the level of attitudinal change in students who attended a day long workshop. The study sample consisted of 1st year (n = 347) and 4th year (n = 149) allied health students at a regional Australian university over the years 2007–2011. Whilst the results of this current study are varied in terms of achieving positive change across all of the taught items of knowledge and attitude, they provide some evidence around the value of this type of curriculum intervention in helping develop culturally safe practitioners. An important finding was around the student's becoming self-aware about their own values and cultural identity, combined with acknowledging the importance of this cultural identity to interactions with clients. This form of ‘cultural humility’ appears to be an important step to becoming a culturally safe practitioner. These types of interventions would be enhanced through embedding and scaffolding throughout the curricula.
{"title":"Cultural safety training for allied health students in Australia","authors":"Marion Gray, Yvonne Thomas, Marianne Bonassi, J. Elston, G. Tapia","doi":"10.1017/jie.2020.2","DOIUrl":"https://doi.org/10.1017/jie.2020.2","url":null,"abstract":"Abstract Culturally safe health practitioners are essential for effective service provision to culturally diverse populations, including Indigenous Australians. Therefore, cultural safety education during training as a health care professional is an essential component in helping improve the health of Indigenous Australians. This study examined whether the implementation of an Indigenous cultural safety education workshop increased self-rated cultural safety knowledge and attitudes of allied health students. The study employed a quantitative before-and-after design using pre- and post-surveys to determine the level of attitudinal change in students who attended a day long workshop. The study sample consisted of 1st year (n = 347) and 4th year (n = 149) allied health students at a regional Australian university over the years 2007–2011. Whilst the results of this current study are varied in terms of achieving positive change across all of the taught items of knowledge and attitude, they provide some evidence around the value of this type of curriculum intervention in helping develop culturally safe practitioners. An important finding was around the student's becoming self-aware about their own values and cultural identity, combined with acknowledging the importance of this cultural identity to interactions with clients. This form of ‘cultural humility’ appears to be an important step to becoming a culturally safe practitioner. These types of interventions would be enhanced through embedding and scaffolding throughout the curricula.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42580439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In this paper, I show how I developed nine ethical protocols for conducting culturally, respectful and safe research with the Sukuma people in Tanzania and how I used those protocols within a research project on girls and secondary education in rural Tanzania. By developing these protocols, a significant new contribution to the area of IST in Tanzania and Africa in general has been established. These protocols may serve as a starting reference point for other future researchers in Tanzania if they apply IST in their research such that the voices of Indigenous people may be heard, and the community has a greater degree of control and input in the planning and designing of the project, as well as the analysis and dissemination of the information.
{"title":"Indigenous Standpoint Theory: ethical principles and practices for studying Sukuma people in Tanzania","authors":"Hassan Iddy","doi":"10.1017/jie.2020.1","DOIUrl":"https://doi.org/10.1017/jie.2020.1","url":null,"abstract":"Abstract Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In this paper, I show how I developed nine ethical protocols for conducting culturally, respectful and safe research with the Sukuma people in Tanzania and how I used those protocols within a research project on girls and secondary education in rural Tanzania. By developing these protocols, a significant new contribution to the area of IST in Tanzania and Africa in general has been established. These protocols may serve as a starting reference point for other future researchers in Tanzania if they apply IST in their research such that the voices of Indigenous people may be heard, and the community has a greater degree of control and input in the planning and designing of the project, as well as the analysis and dissemination of the information.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42132653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Self-concept is recognised as useful in facilitating understanding of the development of resilience, academic achievement and social and emotional maturity in children. This framework is valuable for studying minorities such as Indigenous children, for who a positive self-concept is a means of bolstering resilience and mitigating the inherited structural disadvantages of colonisation. This paper aims to understand the academic self-concept of Indigenous children in Australia through analysis of univariate, bivariate and multivariate data of Indigenous children aged 9.5–11 years from the Longitudinal Study of Indigenous Children Wave's 7 K Cohort. Results show overall positive levels of Indigenous children's self-perception at school. Further, factors such as level of relative isolation, teacher perception, peer relationships, feedback from mother and contact with community leaders and Elders is positively associated with Indigenous children's schooling mathematic and reading self-concepts. Ensuring that Indigenous students are supported by community, peers and parents, immersed in their culture and are recognised and supported by their teachers can alleviate the undesirable effects that structural inequalities may have on their academic self-concept.
{"title":"Academic self-concepts of Aboriginal and/or Torres Strait Islander children from the Longitudinal Study of Indigenous Children","authors":"J. Prehn, Huw Peacock, M. Guerzoni","doi":"10.1017/jie.2019.26","DOIUrl":"https://doi.org/10.1017/jie.2019.26","url":null,"abstract":"Abstract Self-concept is recognised as useful in facilitating understanding of the development of resilience, academic achievement and social and emotional maturity in children. This framework is valuable for studying minorities such as Indigenous children, for who a positive self-concept is a means of bolstering resilience and mitigating the inherited structural disadvantages of colonisation. This paper aims to understand the academic self-concept of Indigenous children in Australia through analysis of univariate, bivariate and multivariate data of Indigenous children aged 9.5–11 years from the Longitudinal Study of Indigenous Children Wave's 7 K Cohort. Results show overall positive levels of Indigenous children's self-perception at school. Further, factors such as level of relative isolation, teacher perception, peer relationships, feedback from mother and contact with community leaders and Elders is positively associated with Indigenous children's schooling mathematic and reading self-concepts. Ensuring that Indigenous students are supported by community, peers and parents, immersed in their culture and are recognised and supported by their teachers can alleviate the undesirable effects that structural inequalities may have on their academic self-concept.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.26","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45323641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This case study details the impacts of an Aboriginal-led adult literacy campaign in Brewarrina between 2015 and 2017. Forming part of a wider investigation into literacy as a social determinant of health, the study explores the relationship between involvement in the literacy campaign and the capacity of graduates to take greater control of the conditions affecting their lives. Empowerment is used here as the central explanatory construct despite robust criticism of theoretical slippage. We argue that empowerment remains relevant particularly in the context of ongoing and entrenched disenfranchisement of the low-literate in Australian Aboriginal communities. Drawing on in-depth ‘yarning’ interviews, we find strong evidence of individual empowerment among graduates of the adult literacy campaign, particularly in terms of increased self-control and confidence. However, collective change such as increased participation and organisation at the community level is less apparent. This finding underscores two important aspects of empowerment. Firstly, like learning to read and write, the task of regaining personal and collective power can be a slow and difficult undertaking. Secondly, achieving empowerment is intimately linked to addressing the causes of disempowerment. This ultimately means tackling those power relations which impact choices, opportunities and well-being beyond the borders of individual's lives and communities.
{"title":"‘I can speak on this here’: empowerment within an Aboriginal adult literacy campaign","authors":"Frances Williamson, B. Boughton","doi":"10.1017/jie.2019.27","DOIUrl":"https://doi.org/10.1017/jie.2019.27","url":null,"abstract":"Abstract This case study details the impacts of an Aboriginal-led adult literacy campaign in Brewarrina between 2015 and 2017. Forming part of a wider investigation into literacy as a social determinant of health, the study explores the relationship between involvement in the literacy campaign and the capacity of graduates to take greater control of the conditions affecting their lives. Empowerment is used here as the central explanatory construct despite robust criticism of theoretical slippage. We argue that empowerment remains relevant particularly in the context of ongoing and entrenched disenfranchisement of the low-literate in Australian Aboriginal communities. Drawing on in-depth ‘yarning’ interviews, we find strong evidence of individual empowerment among graduates of the adult literacy campaign, particularly in terms of increased self-control and confidence. However, collective change such as increased participation and organisation at the community level is less apparent. This finding underscores two important aspects of empowerment. Firstly, like learning to read and write, the task of regaining personal and collective power can be a slow and difficult undertaking. Secondly, achieving empowerment is intimately linked to addressing the causes of disempowerment. This ultimately means tackling those power relations which impact choices, opportunities and well-being beyond the borders of individual's lives and communities.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.27","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Over the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.
在“缩小差距”的10年里，一些旨在改善土著和托雷斯海峡岛民学生结果的干预措施已经进行了试验。2014年，澳大利亚政府宣布了“偏远小学灵活扫盲方案”(FLFRPSP)，其主要目的是提高偏远学校学生的扫盲成绩，这些学生主要是土著和托雷斯海峡岛民学生。该计划采用直接指导(DI)或明确直接指导(Explicit Direct Instruction)，已延长至2019年，投资额超过3000万美元。截至2017年，北领地、昆士兰和西澳大利亚共有34所偏远学校参与其中。本文分析了25所“非常偏远”的FLFRPSP学校的数据，这些学校有超过80%的土著或托雷斯海峡岛民学生。它考虑了参与和非参与小学在计划实施前3年的3年级和5年级阅读成绩和出勤率，并将其与计划实施后的结果进行比较。研究结果表明，与没有FLFRPSP的非常偏远的学校相比，该计划并没有提高学生的读写能力和成绩。干预学校的出勤率比不干预学校下降得更快。本文对政策实施的伦理以及证据作为问责工具的作用提出了质疑。
{"title":"Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools","authors":"J. Guenther, Sam Osborne","doi":"10.1017/jie.2019.28","DOIUrl":"https://doi.org/10.1017/jie.2019.28","url":null,"abstract":"Abstract Over the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.28","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.
{"title":"Perceptions of a culturally responsive school-based oral language and early literacy programme","authors":"T. Norman, W. Pearce, Fiona Eastley","doi":"10.1017/jie.2019.25","DOIUrl":"https://doi.org/10.1017/jie.2019.25","url":null,"abstract":"Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.25","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44237313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eddie Synot, M. Graham, J. Graham, Faith Valencia-Forrester, C. Longworth, Bridget Backhaus
Abstract First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.
{"title":"Weaving First Peoples' knowledge into a university course","authors":"Eddie Synot, M. Graham, J. Graham, Faith Valencia-Forrester, C. Longworth, Bridget Backhaus","doi":"10.1017/jie.2019.29","DOIUrl":"https://doi.org/10.1017/jie.2019.29","url":null,"abstract":"Abstract First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.29","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49570077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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).
{"title":"Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities","authors":"S. K. Coates, M. Trudgett, Susan Page","doi":"10.1017/jie.2019.30","DOIUrl":"https://doi.org/10.1017/jie.2019.30","url":null,"abstract":"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).","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2019.30","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41824689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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