ORCID Profile
0000-0002-1019-1184
Current Organisation
Western Sydney University Library
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Publisher: Frontiers Media SA
Date: 18-05-2000
Publisher: Springer Science and Business Media LLC
Date: 29-10-2021
Publisher: Cambridge University Press (CUP)
Date: 14-12-2022
Abstract: The educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely non-Indigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives. Employing a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.
Publisher: Cambridge University Press (CUP)
Date: 15-07-2022
Abstract: Growing research into the experiences of non-Indigenous early career researchers (ECRs) has identified a multitude of challenges that can impede early research career development. Expectations to publish, secure research grants and to deliver large teaching loads contribute to high levels of frustration and stress. While additional challenges - often associated with cultural work - have emerged in the literature with Australian and international Indigenous academics, research focused specifically on Indigenous Australian early career researchers is severely lacking. This paper begins with an examination of the Australian Indigenous pipeline to early career positions through undergraduate and postgraduate study. It reviews the trajectories of non-Indigenous early career researchers and then draws on emerging research with Indigenous academics in Australia and abroad to advocate specific investigation of the career trajectories of Indigenous Australian early career researchers. In accordance with a commitment from Australian universities to increase the number of Indigenous students and scholars, it is critical that experiences and needs of Indigenous early career researchers are investigated and understood. With a deeper level of understanding more effective strategies and systems can be implemented to better support and facilitate career trajectories of Indigenous Australian early career researchers and thus build a richer academy.
Publisher: Wiley
Date: 04-08-2022
Abstract: Macquarie University takes its name from a man known simultaneously as the founding father of Australia, its greatest colonial administrator, a key inspiration for Australia’s egalitarian ethos, the military strategist who authorised the Appin Massacre, and committed civiliser of the uncivilised native peoples of Sydney who established the first institutions aimed at educating Aboriginal children by separating from their families, culture, and language. This article explores Macquarie’s ambiguous legacy and considers how it is mobilised to promote the university. It discusses how the university community might engage with the “Macquarie legacy” and take responsibility for its implications for Macquarie University. Decolonising this particular university must involve much more than simple renaming—although even that would be far from simple. Transformation of the institution into a partner with Dharug and other Indigenous groups must involve uncomfortable and ultimately transformational reflection and action on the purposes, processes, and outcomes of education, on the nature and purposes of partnership, and more generally on the nature of decolonising transformations.
Publisher: Informa UK Limited
Date: 23-08-2022
Publisher: Informa UK Limited
Date: 28-12-2022
Publisher: SAGE Publications
Date: 25-04-2023
DOI: 10.1177/18369391231173182
Abstract: This article explores the practices of ‘Acknowledgement to Country’ in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres participated in semi-structured interviews to explore the experience, processes and resources that supported the implementation of Acknowledgement practices. Acknowledgement practices were not limited to a daily protocol but embedded in each centre’s physical place and programming. Wanting to be respectful yet fearing offending Aboriginal people, most educators expressed feelings of uncertainty and under-confidence about what to do. Developing relationships with local Aboriginal people and identifying resources were also concerns. Acting from the heart with good intentions was regarded as a way forward together, with commitment, resources and a strong distributed pedagogical leadership culture, where educators felt supported to take small yet foundational steps.
Publisher: Springer Science and Business Media LLC
Date: 19-11-2015
Publisher: Springer Science and Business Media LLC
Date: 16-07-2022
DOI: 10.1007/S13384-022-00542-3
Abstract: This paper reports on Indigenous early career researchers’ experiences of mentoring in Australian higher education, with data drawn from a longitudinal qualitative study. Interviews were conducted with 30 Indigenous participants. A consistent theme in the findings and contemporary critical literature has been a reaction against institutionalised and hierarchical cloning and investment models of mentoring that reinforce the accumulation of White cultural capital, in favour of strength-based relational models tailored to build Indigenous cultural wealth in parallel with career development. We write from an equity-based standpoint addressing mentoring as a complex and raced space where in idual Indigenous ECRs articulate a desire and will to develop a successful and meaningful career, rich in cultural wealth and with their identity intact. It is our intent that these findings will also have global significance and support the more sustainable and ethical career development of First Nation early career academics in relationally like colonised contexts.
Publisher: Informa UK Limited
Date: 04-2022
Publisher: Elsevier BV
Date: 09-2016
Publisher: SAGE Publications
Date: 11-2018
Abstract: The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.
Publisher: Springer Science and Business Media LLC
Date: 16-06-2013
Publisher: Hindawi Limited
Date: 2015
DOI: 10.1155/2015/180436
Location: No location found
No related grants have been discovered for Michelle Lea Locke.