Encounters with the dominant culture: Voices of indigenous students in mainstream higher education (original) (raw)
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Encounters with the dominant culture: Indigenous students’ experiences in mainstream education.
Students from minority and non-dominant backgrounds often have negative experiences when dealing with higher education systems. In this study we explored Indigenous student's experiences in mainstream higher education. Interviews were conducted with 34 participants, systematically selected from a listing of 110 past and present students, about their experiences in mainstream higher education. Participants included people who had successfully completed programs at Curtin University of Technology, those who did not complete courses, and those who were participating in bridging courses at the Centre for Aboriginal Studies (CAS). The qualitative data were analysed for unique and recurring themes using content analyses. The data showed that subtle and overt forms of racism impact on students' experiences in mainstream education. Participants mentioned issues associated with conflicts between indigenous and mainstream cultural values that are reflected in course content and levels of support across schools. The CAS was highlighted as a context for the strengthening of cultural identities, providing emotional and tangible support, and providing a link between the community and the university. Efforts aimed at strengthening of cultural identities need to be supported and the diversity of Aboriginal people must be acknowledged.
Diversity in Higher Education, 2013
Purpose: Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today. Methodology: This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education. Findings: This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism. Implications: The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.
Institutional influences on the participation of Aboriginal students in higher education in South Australia are examined in this study. While other influences are recognised, it is factors over which institutions could conceivably exercise some control which are the focus of the paper. The historical framework touches on traditional Aboriginal education, and gives an overview of post-invasion formal Aboriginal education provided by the colonising powers, Aboriginal higher education in the non-Aboriginal context, and equity initiatives. Literature referred to also includes works on indigenous higher education in other places, student diversity, learning/teaching styles and roles, alternatives in curriculum, pedagogy and administration. The methodology is phenomenological, relying on what participants have contributed and what can be learned from texts such as institutional mission statements and policy documents. Interviews were conducted, both structured and unstructured; other part...
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.
Rocking the foundations the struggle for effective Indigenous Studies in Australian higher education
Foundation courses that provide knowledge and understanding about the social, cultural and historical factors shaping Indigenous Australians' lives since colonial settlement and their effects are endorsed in Australian higher education policy. Literature highlights the complexity of changing student views and the need for sustained, comprehensive approaches to teaching foundation content. This paper analyses one such course in its capacity to increase knowledge and understanding, and promote positive attitudes, particularly amongst non-Indigenous students. It finds significant shifts in views and knowledge gained from studying the foundation course, and a change in commitment to social justice and reconciliation for Indigenous Australians. Students also significantly changed their view as to whether all Australians should understand this material. Despite these gains, our experiences indicate that foundational courses can be eroded through institutional processes. We argue this suggests the persistence of pervasive and subtle institutional racisms, in the context of global commodification of higher education.
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.
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...
Looking for the invisible: The case of EALD Indigenous students in higher education
Journal of Academic Language and Learning, 2016
English language proficiency (ELP) has long been acknowledged as an important element for success in higher education in Australia and elsewhere. A consolidated directive to support and foster this was presented to Australian universities by the Australian Universities Quality Agency (AUQA, 2009) in the form of the Good Practice Principles (GPP). The English Language Standards for Higher Education (ELSHE) developed in 2010 (DEEWR, 2010) further elaborated the roles of education providers. Somewhat parallel to this, the Bradley Review (Bradley, Noonan, Nugent, & Scales, 2008) identified Indigenous students as one of the most disadvantaged groups in Australian higher education, and consequently the Behrendt Review (Behrendt, Larkin, Griew, & Kelly, 2012) mentioned English language proficiency as a key challenge for Indigenous students in Australia. However, in these and other relevant reports, the cohort of Indigenous students who speak English as an additional language or dialect (EA...
This paper brings together recent statistics relating to the participation of Aboriginal and Torres Strait Islander students in higher education. A number of key statistical realities relating to their enrolment into, retention during, and completion of, their university courses are depicted. Foremost among these realities is that despite initiatives over recent years to redress their under-representation, Aboriginal and Torres Strait Islander students’ participation in higher education remains significantly below the population parity rate. This paper also warns about the need to exercise care about definitions, sources, measurement, collection, interpretation and analysis of data in the higher education field relating to Aboriginal and Torres Strait Islander peoples. It concludes that successful transitions to university involve not just success in enrolling more Aboriginal and Torres Strait Islander students, but in improving their retention and completion rates, and moreover, th...
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.