Both authors then conducted a thematic analysis of the interview and then discussed the emerging themes. According to Gale et al. 2010), two of the main barriers to higher education are low academic achievement and low motivation/aspirations.
Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report. Indigenous student persistence in higher education in Australia: Contextualizing models of change from psychology to understand and assist student practice at a cultural interface.
Canada’s Indigenous Peoples’ Access to Post- secondary Education: The Spirit
Introduction
In reading this chapter, transition and access must be recognized as processes of change that are constantly in flux (Little Bear 2002) and a terrain that is part of the Trickster's playground. First Nations, Indigenous stories about Coyote the Trickster often put him/her in a journey mode and learning lessons the “hard” way.
The Educational Landscape for Canada’s Indigenous Peoples
We must believe that what is good for Indigenous students is good for all students, that what is good for Indigenous people is good for society as a whole.
The Barriers
Once students 'self-declared', the information was sent from a university's Application Center to Aboriginal Student Services offices. Hudson (2009) explains the snowball effect that occurs when schools do not make the meaningful and necessary connections between classroom concepts and learning to students' realities and future applications: 'The results from unequal opportunities in public schooling have the potential to flow all the time. life.
Systemic and Systematic Roots
Post-secondary funding is perceived as a treaty right by First Nations people – a right that has never been fully realized. The Assembly of First Nations (AFN) (an organization representing 634 First Nations communities in Canada) notes that in 2008 the PSSSP.
The Purpose of Higher Education
AFN emphasizes that “approximately seven in ten First Nations youth aspire to obtain a post-secondary diploma” (p. 13). These tensions create an unstable environment for First Nations students, with many citing inadequate funding as a stressor and primary reason for leaving a post-secondary program before completion (Timmons 2013; AFN 2012).
The Role of Indigenisation and Decolonisation Practices
Access and Transition Programming
A community-based, integrated (encompassing), holistic and inclusive approach to post-secondary education will support this recommendation. Canadian post-secondary institutions should directly seek the opinion of Aboriginal students, as these individuals bring a type of knowledge and expertise to the table that administrators typically do not' (p. 159).
Beyond Undergraduate Programs
Record, display and archive activities through technologies such as video recording, podcasting, text and presentation formats. A website that will be a portal of information for postgraduate students 3. Development of modules on key areas of support, such as:.
A Case Study
Finally, it was emphasized that the "history of isolation experienced by Aboriginal people" needs to be acknowledged. Alonso-Yanez and Paulino Preciado stated that it is important to compare "the underlying assumptions of Western as well as Aboriginal research approaches [that] can reveal the value of applying indigenous knowledge methods and bringing together indigenous and Western methods when appropriate " p. 7).
Conclusion
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Transitions Websites
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Perspectives on Enabling Education for Indigenous Students at Three
Comprehensive Universities in Regional Australia
Enabling Education
Education’s Key Role in Addressing Indigenous Disadvantage
The positioning of this chapter is strongly based on the work of Tew man Cajete (1994), who wrote about 'pathways' in relation to Indian education in the US. We argue that both elements must merge to form the student's own learning path+path so that the student can have a successful, enabling educational experience.
Conceptual Context
In fact, recent statistics on Indigenous education outcomes led Pechenkina and Anderson (2011) to declare a state of “crisis”. Smith's (2003) extensive work focusing on awareness with universities and dual sector institutions in New Zealand, the USA, Hawaii and Canada has resulted in demonstrated changes in outcomes for Indigenous peoples across those institutions and communities.
Findings
Many participants 'didn't expect the amount of help available' and were surprised by the 'friendly, supportive environment'. Indigenous communities are going to grow and close that gap.' Others said it had been 'a very exciting journey' and 'I feel more confident that I can continue and.
Discussion
Facilitating programs that included Indigenous culture strengthened students' Indigenous qualities and strengthened their identity. In addition, facilitating programs that included Indigenous culture and “two-way” learning enhanced students' Indigenous identity.
Synthesis: Strength, Success and Transformation
This proposed 'radical pedagogy' aligns with Turnbull's (2014) observations of the importance of adopting and adapting appropriate teaching styles and learning environments when developing empowering programs for Indigenous students.
Summary
Initial results from a longitudinal impact study focused on a 'widening participation' program in higher education in Australia. Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format , as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
How We Do Business: Setting the Agenda for Cultural Competence at the University
An important first step in this journey for the University is to recognize the inherent rights of Aboriginal and Torres Strait Islander peoples to be self-determined and respected as Australia's First Peoples (The University of Sydney 2012, p. 3). Wingara Mura places the promotion of Aboriginal and Torres Strait Islander participation, engagement, education and research as a core objective of the University.
Higher Education Context
This chapter will focus on the implications of this change agenda for Aboriginal and Torres Strait Islander students. 2011, p. 18) link cultural competence to governance in terms of increasing Aboriginal and Torres Strait Islander participation in university decision-making processes.
Responding to the Call for Change at the University of Sydney
Evidence suggests that cultural competence is a mechanism that can work to reduce some of the inequalities in education experienced by Aboriginal and Torres Strait Islander students (Sherwood et al. To advance this agenda, Universities Australia has recommended that all Australian universities embed cultural competence in their policies.
Cultural Competence: What Is It?
Although Cross et al. 1989) definition is often referred to and adapted, people often do not consider the full conceptualization of cultural competence presented in their monograph. The National Center for Cultural Competence at Georgetown University (NCCC Georgetown), Washington DC (2006) developed Cross et al.
Locating Cultural Competence in a Social Justice and Change Agenda
With this in mind, Cross et al. 1989) published an approach to leading an organization, its systems and staff, to undertake and promote the principles of human rights of all peoples along with equality for all. Even as Australia was drafting and signing the Universal Declaration of Human Rights in Geneva (Australian Human Rights Commission n.d.), policies of Protectionism, Absorption and Assimilation were being developed in the country, which severely limited the rights of Aboriginal and Torres Strait Islands. and implemented (Australian Human Rights Commission 1997).
Rolling Out Cultural Competence at the University of Sydney
We know that the NCCC must recognize the First Peoples of Australia and their protocols, values and principles in order to grow and thrive. The statement informs how the NCCC staff will collaborate with the diverse communities of First Nations peoples and the learning community of the University.
NCCC Work to Date
Report on the review of higher education access and outcomes for Aboriginal and Torres Strait Islander people. Wingara Mura – Bunga Barrabuggu: University of Sydney Aboriginal and Torres Strait Islander Integrated Strategy.
Grandmothers’ Pedagogy: Lessons
Using Indigenous Storywork (Archibald 2008), an Indigenous qualitative methodological approach, and Narrative Inquiry (Reissman 2008), I share excerpts from a larger study that examined the stories of Navajo students as they transitioned to college. I then provide examples of institutions of higher education in the United States (US) that are making strides in listening, sharing stories, and opening spaces of vulnerability that promote educational and personal growth among Native college students.
Literature and Theory Guiding the Study
Overall, however, the data on Natives is limited, and the numbers are discouraging, indicating that Native students are the least likely to graduate from high school and college. And when Native students encountered challenges in college, they indicated that family was the most influential factor in helping them overcome those challenges (Guillory and Wolverton 2008).
Grandmothers’ Experiences and Stories
When considering the Navajo way of life, it is important to know that the Navajo is based on a matrilineal society where the mother is the matriarch and the nucleus of the family and home (Parsons Yazzie and Speas 2007). Unlike Eurocentric frameworks where patriarchy is the foundation of governance, systems and practices, the Navajo way of life privileges and honors women as an integral part of life.
Theoretical Framework: Family Education Model
To protect the anonymity of the students, all student names in this chapter are pseudonyms. For example, an important aspect in the formation of the students' stories was that they were interpreted and told correctly.
Final Thoughts
Postsecondary education for American Indians and Alaska Natives: Higher education for nation-building and self-determination. American Indian and Alaska Native post-secondary departure: An example of assessing a mainstreaming model using longitudinal data.
Tackling Indigenous Incarceration Through Promoting Engagement with Higher
Education
This chapter reports on a project led by researchers at the University of Southern Queensland (USQ) which aims to increase access to higher education for Indigenous prisoners. Prominent among these offerings is a pre-tertiary program, the Indigenous Higher Education Pathways Program (IHEPP), specifically designed to act as a bridge into higher education for Indigenous prisoners.
Educational Attainment and Incarceration for Indigenous Australians
Access and support for educational participation is a key part of any broader strategy that addresses unemployment, financial stress, welfare dependency, housing challenges and health programs for Indigenous people, particularly those who are incarcerated. Those authorities responsible for supervising prisoners must ensure good access to vocational and higher education opportunities, both during detention and on release from custody (SCGRP 2009).
Education in Prison: Learning ‘the Hard Way’
The report continued that prisoners who completed only part of their high school education without further qualifications were more likely to re-offend compared to prisoners who completed a high school qualification or higher (Morgan 2014). . Although this figure is likely to improve as measured in the 2016 Census, the gap between Indigenous and non-Indigenous households is likely to remain.
Higher Education on the Inside
Across the board, incarcerated students are further disadvantaged by low levels of digital literacy. At any given time, there are approximately 300 incarcerated students participating in the program (out of approximately 900 enrollments).
Improving Access to Digital Higher Education in Correctional Centres
Early versions of the OffLine StudyDesk were trialled with incarcerated students at the Southern Queensland Correctional Center (SQCC) in a joint initiative with Serco Asia Pacific (operators of SQCC) and Queensland Corrective Services (QCS). This project was led by the University's Australian Digital Futures Institute (ADFI) in partnership with the Open Access College (OAC).
The Technologies
Developing appropriate technologies is only part of the challenge of providing higher education to incarcerated students. The development of offline technologies is only part of the challenge of providing higher education to incarcerated students.
Providing a Pathway
Engagement with Indigenous Incarcerated Students
As oral traditions still persist in many communities, the project's approach to engaging with the needs of Indigenous incarcerated students is to accommodate these protocols. As the project has a limited time frame, developing the necessary relationships with incarcerated students will require establishing links through existing relationships, including the education officers and cultural liaison officers at each correctional facility.
Results
To overcome this potential problem, the project team ensures that education officials and IT support staff are trained in the use of the technologies. This staff, in turn, would support students in using project technologies.
Where to from Here?
Retrieved from Canberra, Australia: http://www.abs.gov.au/ausstats/[email protected]/mf/4512.0 Australian Bureau of Statistics. An overview of participation in higher education of people from low socio-economic backgrounds and Indigenous people.
Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote
Indigenous Communities
Nationwide, non-Indigenous adults in the same age group are more than four times more likely to achieve a degree or more than Indigenous Australians (24% compared to 5%) (Australian Bureau of Statistics 2011). Statistically, however, Indigenous Australians are far more likely to live in regional and remote areas compared to non-Indigenous Australians.
Reducing Spatial Inequality
The research project received ethical approval from the Swinburne Human Research Ethics Committee and all participants were made aware that participation in the research project was voluntary and that they could withdraw at any time. Comparably, in the US, between 2002 and 2012, there was a significant increase in the number of students taking at least one online course, reaching 32% at its peak (Allen and Seaman 2012).
The Indigenous Futures Program
This project is being developed in partnership with four partner organisations, collectively called the NT Consortium, working in the Northern Territory (NT) providing services within the health and community services sector. Courses offered by this project include certificate level courses that will provide formal qualifications for people working in the disability and community services and alcohol and other drug treatment and rehabilitation sectors.
Student Enrolment
The largest attrition was in courses offered by the creative industries project (58%), followed by 29% in the health and community services project and 4% in the education support project. Despite the highest dropout rates, the majority of students in the creative industries project said they were satisfied with the platform and appreciated being able to access content on a device from home, suggesting that the platform itself is not the cause of major impoverishment. .
Digital Literacy
In assessing the digital literacy of the students in the Indigenous Futures programme, we set out to measure students' digital confidence and competence. A face-to-face interview with the students about six to ten weeks after enrollment about their experiences with the course.
Digital Literacy Survey Findings
Digital literacy therefore does not seem to be the reason for a large leakage into the creative industries project. Half of the surveyed students in the educational program (five out of 10) told us that they do not have internet at home, while others said that the costs of the internet are too high or that the speeds are too low.
Promoting Engagement and Success at University Through Strengthening
Additionally, limited equipment and Internet coverage hinder access to study abroad programs in rural and remote regions. Outreach to Indigenous students in rural and remote regions is costly and shrinking, not expanding, and students have fewer opportunities to experience university before attending (Kinnane et al. 2014, p. 105).
Background
But paradoxically, online learning may actually widen rather than narrow the equity gap in education (ibid.) for Aboriginal students living and studying in remote locations. The Review of Higher Education in Australia (Bradley et al. 2008) identified access and participation rates for students from remote locations as a significant concern (regardless of study mode), with higher education participation rates of less than 2%.
Commonly Identified Challenges
Respondents in Kimberley shared a number of teaching strategies associated with student computer use that improve success and engagement. Older people can identify training needs and value and want to be involved in the design of on-site delivery.
Pedagogy, Curriculum and Teaching and Learning Design Importance of Blocks/Residential Programs
A strong belief was expressed in the value of block release to supplement students' online learning and as an appropriate model for Aboriginal students in remote locations. This chapter has identified a combination of elements with the potential to build capacity and connection in online learning experiences for Aboriginal students living in remote locations.
Appendix
Census of Population and Housing: Characteristics of Aboriginal and Torres Strait Islander Australians, 2011, cat. Development of a culturally appropriate data quality framework for Aboriginal and Torres Strait Islander higher education statistics.
The Impact of Enabling Programs on Indigenous Participation, Success
Many Australian universities now operate programs that enable the participation, achievement and retention levels of Indigenous (and non-Indigenous) students to increase. In this chapter, we examine the impact of activating programs across the continuum of Indigenous students in higher education, using national data provided by the Australian Government Department of Education and Training.
Enabling Programs: General Purpose and Design
A national report on higher education financing, commissioned by the Australian Federal Government, recognizes an evidence gap, recommends examining the effectiveness of pathways to higher education compared to the many other pathways to higher education (Lomax-Smith et al. al. 2011). Furthermore, no previous analysis has been conducted on the effectiveness of enabling programs compared to other university transition pathways, such as vocational education and training (VET) sub-degree programmes.
Enabling Programs: Relevance to Indigenous Participation in Higher Education
In this chapter, we aim to provide greater clarity as to what role one of these pathways – enabling programs – plays in ensuring Indigenous student access and success in higher education.
Approach to Study
Scope and Delivery of Indigenous Enabling Programs in Australian Higher Education
Other institutions have also provided scholarships to help students financially while studying in an educational program. The diversity of post-facilitation outcomes reflected not only the design and implementation of the incentive program itself, but also the course offerings and pedagogical design of the higher education institution.
Post-Enabling Higher Education Success of Indigenous Students
More than any other stock group, a greater percentage of Indigenous students used this route in the four-year period analysed. Despite these caveats, the statistical analysis indicated a positive association between prior enrollment in an enabling program and subsequent retention in the undergraduate program for Indigenous students (see Table 14.3).
Findings and Implications
There is a clear relationship between participation in prospective programs and subsequent participation in higher education. Brett (Eds.), Student equity in Australian Higher Education: Twenty-five years a fair chance for all.
Red Dirt’ Schools and Pathways into Higher Education
The point is that perhaps “the most troubling barrier to success for the Indigenous child” is the “Eurocentric” nature of the education system itself (Andersen 2011, p. 96). The focus of the research was not on student experiences, and this can be seen as a significant limitation for the purposes of this article.
Literature
Yosso (2005) argues (from a critical race theory perspective) that for marginalized American "communities of color," the capital required is based "on a very narrow range of assets and characteristics." The material on which it is based is not grounded in the reality of the local context in remote communities where non-Indigenous people appear to be able to bypass the recognized path to employment (Guenther and McRae-Williams 2014; McRae-Williams and Guenther .
Remote Education Systems Project Overview
Although boarding may seem to provide distance students with a fast track, it is clear from the limited quantitative data available, together with emerging qualitative data, that boarding does not retain a large proportion of distance students (Mander et al. 2015). . Our philosophical stance entering this research was based on a mix of constructivist/interpretivist and participatory paradigms (Lincoln et al. 2011).
Findings: What Is Education for?
This is partly because as a team we did not have the specialist skills required for this focus; But more importantly, we felt that the views of adults who had a full experience of school and what lies beyond were better qualified to respond to our questions. The same applies to RQ2; and it logically follows that the remaining questions would be challenging.
Findings: How Aspirations Are Built in Remote Community Schools
One of the challenges for VET and higher education is to convince members of the local community that it is worthwhile to gain a qualification. That said, there are strong arguments for pursuing strategies that increase distance participation in higher education.
Conclusions
Retrieved from http://www.coag.gov.au/coag_meeting_out-comes/2009-0702/docs/NIS_closing_the_gap.pdf. Paper presented at the AVETRA 15th Annual Conference: The value and voice of VET research for individuals, industry, community and the nation, Rydges Capital Hill, ACT.
