Book Review: Growing up with God and Empire: A Postcolonial Analysis of ‘Missionary Kid’ Memoirs

in terms of identity and geographically, and underscored reports of ‘imposter syndrome’ – where first generation students felt as though they were ‘frauds’ and did not ‘deserve’ to be at university. The studies involving countries with legacies of colonisation included insightful narratives from students who were both first generation and Indigenous. The book provided an in-depth examination of the considerable diversity of these groups, in terms of both social identity and demographics: for example, the additional challenges these students faced in terms of heightened cultural obligations, a lack of common experiences with other students, and curriculum-related issues (such as a lack of affirmation of Indigenous knowledge) were addressed sensitively and positively. In keeping with the theme of this book, the strengths of these students are recognised and highlighted, and Indigenous, first generation students are recognised as catalysts for reform and reconciliation, which could lead to practices that will benefit the many, and model changes that would benefit society as a whole. Chapter 9 contains a highly informative section that provides recommendations for action in order to move beyond simply listening to first generation students. These include suggestions such as including first generation students as co-inquirers and co-creators in credit-worthy research and resource generation, appreciating the experiences of first generation students and staff, and supporting and rewarding staff who engage with first generation students, their families and communities. The book concludes with a comprehensive list of further research ideas to continue to promote the understanding of first generation students’ needs and strengths in university life. This book expertly adds to the canon of literature and successfully furthers the discourse regarding first generation students through the generation of authentic and often poignant narratives. The book clearly demonstrates that the ensuing discussions must include staff members, senior leaders and students in order to move beyond dialogue into actions that improve the outcomes for first generation students and, perhaps, all students in higher education.