ORCID Profile
0000-0001-6824-8713
Current Organisations
University of Queensland
,
University of South Australia
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Publisher: Queensland University of Technology
Date: 13-07-2023
DOI: 10.5204/SSJ.2874
Abstract: Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.
Publisher: Informa UK Limited
Date: 09-03-2021
Publisher: Informa UK Limited
Date: 03-03-2023
Publisher: Routledge
Date: 19-01-2018
Publisher: Informa UK Limited
Date: 22-11-2012
Publisher: Springer Science and Business Media LLC
Date: 16-02-2017
Publisher: Routledge-Cavendish
Date: 16-04-2008
Publisher: Informa UK Limited
Date: 16-04-2019
Publisher: IGI Global
Date: 30-06-2023
DOI: 10.4018/978-1-6684-8257-5.CH003
Abstract: Despite increasing numbers of Indigenous women within Australian universities, Indigenous academics continue to face barriers that obstruct promotions to senior leadership positions. Reflecting on a capacity-building program run by and for Indigenous women, the authors explore Indigenous peoples' responses to institutional racism. The authors consider how leadership is synonymous with resistance and misguided characterisations of Indigenous people and scholarship. They demonstrate that leadership emerges out of culturally safe spaces conducive to communal and reciprocal learning. Providing participants with the tools and mentorship needed to progress within the academy, they can acquire the support and confidence needed to push back to oppressive structures. Indigenous academics continue to engage their sovereignty and forge their own spaces. The authors argue that greater leadership is needed by universities whose policies and governance structures have the ability and power to further promote Indigenous peoples to leadership positions and build capacity amongst emerging leaders.
Publisher: SensePublishers
Date: 2017
Publisher: Informa UK Limited
Date: 28-09-2023
Publisher: Cambridge University Press (CUP)
Date: 12-2008
DOI: 10.1017/S1326011100016033
Abstract: Abstract The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using ex les of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.
Publisher: Cambridge University Press (CUP)
Date: 03-10-2018
DOI: 10.1017/JIE.2017.25
Abstract: Addressing our growing planetary crisis and attendant symptoms of human and human-ecological disconnect, requires a profound epistemological reorientation regarding how societal structures are conceived and articulated named here as the collective work of decolonisation. While global dynamics are giving rise to vital transnational solidarities between Indigenous peoples, these same processes have also resulted in complex and often contradictory locations and histories of peoples at local levels which unsettle the Indigenous–non-Indigenous binary, providing new and necessary possibilities for the development of epistemological and relational solidarities aimed at increasing social–ecological resilience. The International Resilience Network is an emerging community of practice comprised of Indigenous and settler–migrant peoples aimed at increasing social–ecological resilience. This article narrates the story of the Network's inaugural summit, and provides an overview of contextual issues and analysis of particular pedagogical aspects of our approach foregrounding ruptures between ontology and epistemology that inevitably occur when culturally and generationally erse groups who are grounded in different daily realities and related agency imperatives come to share overlapping worldviews through learning ‘in place’ together. Developing pedagogical practices for naming and negotiating associated tensions within the collective work of decolonisation is, we argue, a critical step in enabling practices conducive towards the shared goal of increased human–ecological resilience.
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-2551-6.CH009
Abstract: Culture and identity play a significant role in the education of Indigenous and non-Western doctoral students. While a substantial body of literature explores interpersonal communication in doctoral supervision, it remains largely silent about how history impacts on doctoral students' identities and their potential for unique knowledge creation. This book chapter draws upon postcolonial/decolonial theories and life history methodologies in order to more effectively contextualise Indigenous and non-Western doctoral students' identities in Australia. These life histories include those outlined by the Indigenous and Chinese members of this team of authors as well as one life history interview with a migrant Asian student. Through careful theorisation of the interconnections between the life histories of our participants and their supervision experience, an inventory of supervision strategies will be distilled to improve intercultural supervision.
Publisher: UNISA Press
Date: 23-12-2020
Abstract: The impetus to decolonise high schools and universities has been gaining momentum in Southern locations such as South Africa and Australia. In this article, we use a polyvocal approach, juxtaposing different creative and scholarly voices, to argue that poetry offers a range of generative possibilities for the decolonisation of high school and university curricula. Australian First Nations’ poetry has been at the forefront of the Indigenous political protest movement for land rights, recognition, justice and Treaty since the British settlement/invasion. Poetry has provided Aboriginal and Torres Strait Islander peoples with a powerful vehicle for speaking back to colonial power. In this article, a team of Indigenous and non-Indigenous researchers argue that poetry can be a powerful vehicle for Indigenous voices and Knowledges. We suggest that poetry can create spaces for deep listening (dadirri), and that listening with the heart can promote truth-telling and build connections between First Nations and white settler communities. These decolonising efforts underpin the “Wandiny (gathering together)—Listen with the Heart: Uniting Nations through Poetry” research that we discuss in this article. We model our call-and-response methodology by including the poetry of our co-author and Aboriginal Elder of the Kungarakan people in the Northern Territory, Aunty Sue Stanton, with poetic responses by some of her co-authors.
Publisher: Routledge
Date: 19-01-2018
Publisher: Routledge
Date: 19-01-2018
Publisher: Routledge
Date: 19-01-2018
Publisher: Elsevier
Date: 2023
Publisher: Routledge
Date: 19-01-2018
Publisher: Routledge
Date: 19-01-2018
Publisher: Emerald
Date: 20-02-2019
Abstract: The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others. This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
Start Date: 2005
End Date: 2006
Funder: Australian Research Council
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2008
End Date: 2008
Funder: Australian Research Council
View Funded ActivityStart Date: 2009
End Date: 2009
Funder: Australian Research Council
View Funded ActivityStart Date: 2010
End Date: 2010
Funder: Australian Research Council
View Funded Activity