Nicholas Martin Nakata

Introduction: Exploring the scope of the Australian indigenous studies learning and teaching network

Publisher: The University of Queensland

Date: 15-08-2014

DOI: 10.1017/JIE.2014.2

Abstract: The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.

Rethinking majors in Australian indigenous studies

Publisher: Cambridge University Press (CUP)

Date: 15-08-2014

DOI: 10.1017/JIE.2014.3

Abstract: The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

The Rights and Blights of the Politics in Indigenous Higher Education

Publisher: Informa UK Limited

Date: 15-06-2013

DOI: 10.1080/00664677.2013.803457

Difficult Dialogues in the South: Questions about Practice

Publisher: Cambridge University Press (CUP)

Date: 02-10-2018

DOI: 10.1017/JIE.2017.22

Abstract: This is a reflective opinion piece, on our efforts in Australia to achieve alignment between the goals of Indigenous self-determination, Indigenous studies programmes and decolonising theory for an open and critical dialogue in south–south scholarship agendas. In this spirit, extant approaches to Indigenous studies in the Australian higher education context are questioned, the scholarship recruited for this is challenged, and its advocated role in the education of all students is raised as a major concern.

Indigenous languages and education

Publisher: Springer Science and Business Media LLC

Date: 20-05-2023

DOI: 10.1007/S13384-023-00620-0

Abstract: The language and cultural priorities in Australian Indigenous education have been priority areas since the inaugural national Indigenous education policy was launched in 1989. For over thirty years, these priorities have sat awkwardly in the largely non-Indigenous teaching profession and classroom teachers continue to struggle with how to embed these priorities into the education process, despite the efforts of Australian Curriculum, Assessment and Reporting Authority and their elaborations for application at curriculum and practice levels. In this article, I suggest that these language and cultural priorities are at cross-purposes with education priorities, and neither have helped to curb the demise of our Indigenous languages nor improved Indigenous students’ educational outcomes.

the Cultural Interface

Publisher: Cambridge University Press (CUP)

Date: 07-2007

DOI: 10.1017/S1326011100004646

Abstract: Abstract For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.

Indigenous Knowledge and the Cultural Interface: Underlying issues at the intersection of knowledge and information systems

Publisher: SAGE Publications

Date: 10-2002

DOI: 10.1177/034003520202800513

Research priorities for the sustainability of coral-rich western Pacific seascapes

Publisher: Springer Science and Business Media LLC

Date: 21-04-2023

DOI: 10.1007/S10113-023-02051-0

Abstract: Nearly a billion people depend on tropical seascapes. The need to ensure sustainable use of these vital areas is recognised, as one of 17 policy commitments made by world leaders, in Sustainable Development Goal (SDG) 14 (‘Life below Water’) of the United Nations. SDG 14 seeks to secure marine sustainability by 2030. In a time of increasing social-ecological unpredictability and risk, scientists and policymakers working towards SDG 14 in the Asia–Pacific region need to know: (1) How are seascapes changing? (2) What can global society do about these changes? and (3) How can science and society together achieve sustainable seascape futures? Through a horizon scan, we identified nine emerging research priorities that clarify potential research contributions to marine sustainability in locations with high coral reef abundance. They include research on seascape geological and biological evolution and adaptation elucidating drivers and mechanisms of change understanding how seascape functions and services are produced, and how people depend on them costs, benefits, and trade-offs to people in changing seascapes improving seascape technologies and practices learning to govern and manage seascapes for all sustainable use, justice, and human well-being bridging communities and epistemologies for innovative, equitable, and scale-crossing solutions and informing resilient seascape futures through modelling and synthesis. Researchers can contribute to the sustainability of tropical seascapes by co-developing transdisciplinary understandings of people and ecosystems, emphasising the importance of equity and justice, and improving knowledge of key cross-scale and cross-level processes, feedbacks, and thresholds.

Introduction

Publisher: Routledge

Date: 06-10-2022

DOI: 10.4324/9781003326458-1

Ongoing conversations about Aboriginal and Torres Strait Islander research agendas and direction

Publisher: Cambridge University Press (CUP)

Date: 12-2004

DOI: 10.1017/S1326011100600807

Abstract: Abstract As we move forward with the shaping of Aboriginal and Torres Strait Islander research agendas and directions in Australia we are confronted with many issues basic to the beginning of any discipline: the problem of small numbers the complexity and enormity of the problems the ersity in the intellectual field the limited albeit developing expertise the limited opportunities for intellectual dialogue and, of course, the absence of resources to build a professional base. The issue of our relative absence from developing academic knowledge traditions over the last two centuries, and our recent entrée to the higher eduction sector, understandably, compounds our beginning point. This paper was the basis of a keynote address at the third Indigenous Researchers’ Forum in Melbourne in 2001 and, in the main, is part of an ongoing conversation that speaks to the developing issues.

Key concepts and conditions for student success

Publisher: Routledge

Date: 06-10-2022

DOI: 10.4324/9781003326458-2

An individual student case management approach

Publisher: Routledge

Date: 06-10-2022

DOI: 10.4324/9781003326458-3

Shifting to a capacity development approach

Publisher: Routledge

Date: 06-10-2022

DOI: 10.4324/9781003326458-4

Concluding remarks

Publisher: Routledge

Date: 06-10-2022

DOI: 10.4324/9781003326458-5

Indigenous Family Violence: An Attempt to Understand the Problems and Inform Appropriate and Effective Responses to Criminal Justice System Intervention

Publisher: Informa UK Limited

Date: 02-2012

DOI: 10.1080/13218719.2010.543754

Using Modern Technologies to Capture and Share Indigenous Astronomical Knowledge

Publisher: Informa UK Limited

Date: 03-04-2014

DOI: 10.1080/00048623.2014.917786

Indigenous memory, forgetting and the archives

Publisher: Australian Society of Archivists

Date: 07-2012

DOI: 10.1080/01576895.2012.687129

Introduction to the Special Issue: Engaging with Indigenous Knowledge, Culture and Communities

Publisher: Informa UK Limited

Date: 03-04-2014

DOI: 10.1080/00048623.2014.917785

Indigenous digital collections: An early look at the organisation and culture interface

Publisher: Informa UK Limited

Date: 12-2008

DOI: 10.1080/00048623.2008.10721360

Promoting the persistence of Indigenous students through teaching at the Cultural Interface

Publisher: Informa UK Limited

Date: 15-10-2015

DOI: 10.1080/03075079.2015.1083001

Cutting A Better Deal For Torres Strait Islanders

Publisher: Cambridge University Press (CUP)

Date: 09-1995

DOI: 10.1017/S0310582200004892

Abstract: In the Torres Straits, the cultural agenda, along with the push to move away from English as the language of instruction, has not been met with uniform enthusiasm by all Islanders. For many there has been a growing sense of disquiet and continuing frustration about the preoccupations with liberal humanist agendas in Islander education, and the ongoing low levels of educational outcomes (Nakata, 1994a Nakata, Jensen and Nakata, in prep.). As interesting as the writings in education (Orr and Williamson, 1973 Finch, 1975 Langbridge, 1977 Orr, 1977, 1979 Osborne, 1979 Cunnington, 1984 Kale, 1987,1988 Castley and Osborne, 1988 Castley, 1988 Williamson, 1990) are to some people, they contribute little towards an understanding of our difficulties as we, Torres Strait Islanders, experience schooling, and thus contribute little towards a platform for improving our current or future educational outcomes.

Placing torres strait islanders on a sociolinguistic and literate continuum: A critical commetary

Publisher: Cambridge University Press (CUP)

Date: 07-1991

DOI: 10.1017/S0310582200007483

Abstract: Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”

Libraries, Indigenous Australians and a Developing Protocols Strategy for the Library and Information Sector

Publisher: Informa UK Limited

Date: 2005

DOI: 10.1080/00048623.2005.10721259

Approaches to the Academic Preparation and Support of Australian Indigenous Students for Tertiary Studies

Publisher: The University of Queensland

Date: 07-2004

DOI: 10.1375/S1326011100000478

Abstract: Abstract This paper explores how the academic performance of Indigenous students has been investigated in the higher education literature and where this fits within the academic support context and teaching and learning developments in Australian universities. The authors suggest an approach to Indigenous academic skills support that equips Indigenous students with tools for managing their engagements with the content of Western disciplines. A case is made for more focussed research around Indigenous students' approaches to processing intellectual content while developing their own Indigenous standpoints.

Some Thoughts on Literacy Issues in Indigenous Contexts

Publisher: Cambridge University Press (CUP)

Date: 07-2003

DOI: 10.1017/S1326011100003641

Abstract: ABSTRACT This paper critically examines some elements of the nation’s policy on Indigenous education priorities (Department of Employment, Education and Training, 1989) and how they have framed our approaches to formal schooling issues over the past decade. I draw on some of the ‘cultural’ tensions in the policy position to illustrate the dilemma they produce at the level of practice. I then reflect on the implications of these tensions for literacy teaching as well as ways that they can be addressed. The conclusion brings these reflections back to a more theoretical level to consider how shifts at the level of theory might re-frame how we might best view the literacy issues and priorities in Indigenous contexts.

The meaning of anger for Australian indigenous offenders: The significance of context

Publisher: SAGE Publications

Date: 10-2006

DOI: 10.1177/0306624X06286971

Abstract: The problem of overrepresentation of Indigenous offenders in Australian prisons highlights the need for effective tertiary intervention programs within correctional settings as a way of reducing Indigenous reincarceration. This study seeks to explore meanings of anger within an Indigenous context that might inform the development of more acceptable and potentially more effective rehabilitation programs. A methodology that acknowledges the importance of narrative, context, and culture was devised to explore how anger as an emotion is understood and experienced by a group of Indigenous men in a South Australian prison. Although some of the major themes reflected experiences of anger common to many offenders, it was evident that for these Indigenous men, anger was experienced within a broad social and political context that imbued the experience of anger with layers of culturally specific meaning. It is suggested that these layers of meaning constitute sufficient difference to warrant further exploration.

Libraries and Knowledge Centres: Implementing public library services in remote Indigenous communities in the Northern Territory of Australia

Publisher: Informa UK Limited

Date: 09-2007

DOI: 10.1080/00048623.2007.10721297

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

Publisher: Cambridge University Press (CUP)

Date: 12-2018

DOI: 10.1017/JIE.2017.39

Abstract: This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

Who's reading 'Misplaced Hopes'?

Publisher: Informa UK Limited

Date: 10-1997

DOI: 10.1080/095183997237007

Programs to Improve the Social and Emotional Wellbeing of Aboriginal and Torres Strait Islander Communities

Publisher: Informa UK Limited

Date: 12-09-2016

DOI: 10.1080/0312407X.2015.1069866

Cracks in the Mask (review)

Publisher: Project MUSE

Date: 2001

DOI: 10.1353/CP.2001.0061

Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates

Publisher: Cambridge University Press (CUP)

Date: 08-2019

DOI: 10.1017/JIE.2017.36

Abstract: The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to in idual student needs in more effective and timely ways. These are illustrated using ex les from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

Australian Indigenous Studies: A Question of Discipline

Publisher: Wiley

Date: 12-2006

DOI: 10.1111/J.1835-9310.2006.TB00063.X

Introduction

Publisher: Informa UK Limited

Date: 2005

DOI: 10.1080/00048623.2005.10721243

AARE 2021—Radford Lecture (R)e-imagining Indigenous education research

Publisher: Springer Science and Business Media LLC

Date: 11-2022

DOI: 10.1007/S13384-022-00584-7

Indigenous Knowledge, the Library and Information Service Sector, and Protocols

Publisher: Informa UK Limited

Date: 2005

DOI: 10.1080/00048623.2005.10721244

Symptoms of trauma, perceptions of discrimination, and anger: A comparison between Australian Indigenous and Nonindigenous prisoners

Publisher: SAGE Publications

Date: 02-2008

DOI: 10.1177/0886260507309343

Abstract: Although the need for the development and provision of culturally appropriate rehabilitation programs for offenders is widely acknowledged, there is a lack of empirical data that can be used as a basis for the development of new programs. This article reports the findings of a comparison of indigenous and nonindigenous male prisoners on a range of measures relevant to the experience of anger by indigenous prisoners in Australia. The results suggest that indigenous participants are more likely to experience symptoms of early trauma, have greater difficulties identifying and describing feelings, and perceive higher levels of discrimination than nonindigenous prisoners. The implications of this work for the development of culturally appropriate and effective anger management programs for indigenous male prisoners are discussed.

The Cultural Interface of Islander and Scientific Knowledge

Publisher: The University of Queensland

Date: 07-2010

DOI: 10.1375/S1326011100001137

Abstract: Abstract The interface between Indigenous knowledge systems and Western scientific knowledge systems is a contested space where the difficult dialogue between us and them is often reduced to a position of taking sides. Storytelling is however a very familiar tradition in Indigenous families where we can and do translate expertly difficult concepts from one generation to the next. This article is based on my attempt to story our way through the difficult dialogue and to posit opportunities for more productive engagements about the place of Indigenous knowledge in our future deliberations at the Indigenous Studies and Indigenous Knowledge Conference series.

Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface

Publisher: Informa UK Limited

Date: 12-11-2015

DOI: 10.1080/07294360.2014.973379

Pathways for indigenous education in the australian curriculum framework

Publisher: The University of Queensland

Date: 12-2011

DOI: 10.1375/AJIE.40.1

Abstract: This article reflects on pathways for Indigenous education in the developing agenda of the Australian Curriculum, the cross-curriculum priorities, the general capability area of intercultural understanding, and the positioning of Indigenous learners within the ersity of learners with English as an additional language or dialect (EALD).

Indigenous digital collections

Publisher: Informa UK Limited

Date: 06-2007

DOI: 10.1080/00048623.2007.10721280

James Cook University

Location: No location found

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University Of Technology Sydney

Location: Australia

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University Of South Australia

Location: Australia

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University Of New South Wales

Location: Australia

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James Cook University School Of Education

Location: Australia

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James Cook University

Location: Australia

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Aboriginal And Torres Strait Islander Digital Archives (ATSIDA).

Start Date: 2008

End Date: 2008

Funder: Australian Research Council

ARC Centre Of Excellence Of Australian Biodiversity And Heritage

Start Date: 2017

End Date: 2023

Funder: Australian Research Council

Embedding Indigenous Perspectives Across The Curriculum

Start Date: 1999

End Date: 2000

Funder: Australian Research Council

Understanding And Working With Anger In Male Indigenous People In Prison Settings

Start Date: 2004

End Date: 2006

Funder: Australian Research Council

ARC Centre Of Excellence For Indigenous And Environmental Histories And Futures

Start Date: 2024

End Date: 2031

Funder: Australian Research Council

Australian Social Science Data Archive: Provision Of Advanced Research Infrastructure And Collaborative Environment

Start Date: 2009

End Date: 2009

Funder: Australian Research Council

DomeLab: An Ultra-high Resolution Experimental Fulldome

Start Date: 2015

End Date: 2015

Funder: Australian Research Council

Establishment Of The Australian Data Archive: An Integrated Research Facility For The Social Sciences And Humanities

Start Date: 2011

End Date: 2011

Funder: Australian Research Council

Linkage Infrastructure, Equipment And Facilities - Grant ID: LE0989083

Start Date: 2009

End Date: 12-2009

Amount: $550,000.00

Funder: Australian Research Council

ARC Centres Of Excellence - Grant ID: CE170100015

Start Date: 06-2017

End Date: 12-2024

Amount: $33,750,000.00

Funder: Australian Research Council

ARC Centres Of Excellence - Grant ID: CE230100009

Start Date: 07-2024

End Date: 06-2031

Amount: $35,000,000.00

Funder: Australian Research Council

Linkage Infrastructure, Equipment And Facilities - Grant ID: LE110100049

Start Date: 05-2011

End Date: 12-2012

Amount: $600,000.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN120100021

Start Date: 05-2012

End Date: 12-2017

Amount: $693,000.00

Funder: Australian Research Council

Linkage Infrastructure, Equipment And Facilities - Grant ID: LE150100081

Start Date: 2015

End Date: 05-2016

Amount: $220,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0451513

Start Date: 04-2004

End Date: 12-2006

Amount: $133,000.00

Funder: Australian Research Council