Aboriginal student engagement and success in Kimberley tertiary education
Abstract Over recent years, considerable effort has been put into increasing Aboriginal and Torres Strait Islander (First Nations) participation in higher education. While there are signs that enrolments are increasing, the sustained engagement and successful completion of higher education remains c...
Published in: | The Australian Journal of Indigenous Education |
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Cambridge University Press (CUP)
2021
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Online Access: | http://dx.doi.org/10.1017/jie.2021.2 https://ajie.atsis.uq.edu.au/ajie/article/download/304/245 |
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crcambridgeupr:10.1017/jie.2021.2 2024-03-03T08:44:25+00:00 Aboriginal student engagement and success in Kimberley tertiary education Guenther, John Dwyer, Anna Wooltorton, Sandra Wilks, Judith 2021 http://dx.doi.org/10.1017/jie.2021.2 https://ajie.atsis.uq.edu.au/ajie/article/download/304/245 unknown Cambridge University Press (CUP) https://ajie.atsis.uq.edu.au/ajie/freeaccess https://www.cambridge.org/core/terms The Australian Journal of Indigenous Education volume 50, issue 2, page 265-273 ISSN 2049-7784 Anthropology Education journal-article 2021 crcambridgeupr https://doi.org/10.1017/jie.2021.2 2024-02-08T08:36:33Z Abstract Over recent years, considerable effort has been put into increasing Aboriginal and Torres Strait Islander (First Nations) participation in higher education. While there are signs that enrolments are increasing, the sustained engagement and successful completion of higher education remains challenging, particularly in remote locations. With this in mind, a collaborative research project among researchers from three northern Australian tertiary education institutions was designed to understand student perspectives, particularly from remote contexts, about their engagement and success towards completion in higher education. Based on a qualitative research design situating Indigenist/interpretive research within a critical realism metatheory, we present findings from the study, based in the Kimberley region of Western Australia, and unpack implications for higher education provision in remote contexts. The findings point to the unique challenges faced by students who live in the Kimberley—and perhaps in other remote locations around Australia. In order to meet these needs, we suggest that tertiary education providers must tailor provision to ensure that engagement with Aboriginal students is relational and culturally safe. Article in Journal/Newspaper First Nations Cambridge University Press The Australian Journal of Indigenous Education 1 9 |
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Cambridge University Press |
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crcambridgeupr |
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unknown |
topic |
Anthropology Education |
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Anthropology Education Guenther, John Dwyer, Anna Wooltorton, Sandra Wilks, Judith Aboriginal student engagement and success in Kimberley tertiary education |
topic_facet |
Anthropology Education |
description |
Abstract Over recent years, considerable effort has been put into increasing Aboriginal and Torres Strait Islander (First Nations) participation in higher education. While there are signs that enrolments are increasing, the sustained engagement and successful completion of higher education remains challenging, particularly in remote locations. With this in mind, a collaborative research project among researchers from three northern Australian tertiary education institutions was designed to understand student perspectives, particularly from remote contexts, about their engagement and success towards completion in higher education. Based on a qualitative research design situating Indigenist/interpretive research within a critical realism metatheory, we present findings from the study, based in the Kimberley region of Western Australia, and unpack implications for higher education provision in remote contexts. The findings point to the unique challenges faced by students who live in the Kimberley—and perhaps in other remote locations around Australia. In order to meet these needs, we suggest that tertiary education providers must tailor provision to ensure that engagement with Aboriginal students is relational and culturally safe. |
format |
Article in Journal/Newspaper |
author |
Guenther, John Dwyer, Anna Wooltorton, Sandra Wilks, Judith |
author_facet |
Guenther, John Dwyer, Anna Wooltorton, Sandra Wilks, Judith |
author_sort |
Guenther, John |
title |
Aboriginal student engagement and success in Kimberley tertiary education |
title_short |
Aboriginal student engagement and success in Kimberley tertiary education |
title_full |
Aboriginal student engagement and success in Kimberley tertiary education |
title_fullStr |
Aboriginal student engagement and success in Kimberley tertiary education |
title_full_unstemmed |
Aboriginal student engagement and success in Kimberley tertiary education |
title_sort |
aboriginal student engagement and success in kimberley tertiary education |
publisher |
Cambridge University Press (CUP) |
publishDate |
2021 |
url |
http://dx.doi.org/10.1017/jie.2021.2 https://ajie.atsis.uq.edu.au/ajie/article/download/304/245 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
The Australian Journal of Indigenous Education volume 50, issue 2, page 265-273 ISSN 2049-7784 |
op_rights |
https://ajie.atsis.uq.edu.au/ajie/freeaccess https://www.cambridge.org/core/terms |
op_doi |
https://doi.org/10.1017/jie.2021.2 |
container_title |
The Australian Journal of Indigenous Education |
container_start_page |
1 |
op_container_end_page |
9 |
_version_ |
1792499911680327680 |