Indigenous Higher Education: The Role of Universities in Releasing the Potential. (original) (raw)

Indigenous higher education student equity: focusing on what works

Australian journal of indigenous education, 2011

The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The "successfocused" approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

Barriers to Indigenous student success in higher education

Quality conversations: Proceedings of the 2002 annual …, 2002

The university participation of Indigenous students, while increasing, is characterized by significant attrition. It is typical for Indigenous students to enter university at a later age, to study in a more limited range of disciplines and to experience more problems of adjustment than other students. Research carried out by the authors with the assistance of an ARC grant showed that the framing of literacy by Indigenous students was at many points in conflict with the framing of literacy by the university in which they were studying. This research led to the development of a webbased training program for lecturers at Edith Cowan University with Indigenous students.

Pegs or Holes as the Focus of Change: Indigenous Students and Institutions of Higher Education

In seeking to provide 'a fair chance for all', institutions of higher education have in recent years encouraged applications from members of under-represe nted groups. Institutional responses to their presence have in the main consisted of providing support to help these students 'fit in'. The need to consider ways in which institutions can change in order to become more inclusive of this expanded, diversified clientele, rather than seeking to change the students, is highlighted in this paper, which discusses, in particular, institutional influences on the successful participation of Australian Indigenous students in higher education in South Australia.

Indigenous higher education: overcoming barriers to participation in research higher degree programs

Australian Aboriginal Studies Journal, 2013, No. 2, 2013

This paper explores the barriers faced by Indigenous peoples to participation in research higher degree (RHD) programs -one of the critical mechanisms for increasing the presence of Indigenous students, staff and senior decision makers in universities. Indigenous RHD participation has emerged as a critical dimension of social inequity, particularly in relation to Indigenous struggles to be heard in major Australian institutions (IHEAC 2011). It plays a central role in Indigenous Australia's capacity to voice its concerns and represent its interests in all the major institutions that shape people's access to economic and social resources. In analysing the obstacles encountered by Indigenous peoples in accessing and completing postgraduate research education, we argue that while Commonwealth Government higher education policy has progressed Indigenous RHD participation, it has simultaneously contributed to consolidating universities as international businesses whose main priority is to compete in an increasingly integrated global knowledge economy in order to survive. The organisational dynamics required of such institutions marginalise the advancement of social goals related to equitable participation, such as Indigenous participation in RHD programs. The paper suggests that although some universities have begun to include Indigenous academics in management, more thoroughgoing integration of Indigenous Australians at all levels of university organisation is required.

More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education

Social Inclusion, 2016

Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support...

Indigenous Performance in Western Australian Universities: Reframing Retention and Success

This report calls for a reframing of Indigenous progress in higher education so that due emphasis can be placed on the very remarkable achievements of the many Indigenous people who have eagerly grasped the opportunity to experience university studies. The report shows that many of these students have overcome historical education disadvantage, as well as cultural, and in many cases financial and geographic barriers to achieve academically. Others have discovered that university life is not for them, but have left with greater self-confidence and an increased ability to interact positively both in Indigenous and mainstream communities.

Improving Indigenous University Completions and Employment Opportunities in the Tertiary Sector

This chapter examines the broad question of how Indigenous people ‘fit into’ or prepare themselves for the labour market, a key ‘closing the gap’ criterion, here with an emphasis on the tertiary sector. There is, or appears to be, a causal link between the inclusion of Indigenous studies, Indigenous perspectives, knowledge, tangible and intangible heritage (‘Indigenous knowledges’ ), in the general university curriculum, the successful participation of Indigenous students in tertiary education (and completions in university programmes), and consequently, employment. This link encompasses a student’s educational experience from a young age to university graduation and beyond. Given the axiomatic acceptance of the transformational power of education in individual lives, and its translation into a competitive advantage in the labour market, achieving the highest level of education is and remains an important social determinant in our society. This chapter highlights options in policy, practice and research, to help ameliorate historical Indigenous disadvantage, which has translated into lower labour market participation rates, including and particularly in the tertiary education sector. It also examines the responsibility that universities, may reasonably bear to help promote equity.