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...
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2021
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Online Access: | https://doi.org/10.1017/jie.2021.2 https://doaj.org/article/f120a78870c24f3685e2c28d250660e3 |
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ftdoajarticles:oai:doaj.org/article:f120a78870c24f3685e2c28d250660e3 2023-05-15T16:16:35+02:00 Aboriginal student engagement and success in Kimberley tertiary education John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks 2021-03-01T00:00:00Z https://doi.org/10.1017/jie.2021.2 https://doaj.org/article/f120a78870c24f3685e2c28d250660e3 EN eng Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland https://ajie.atsis.uq.edu.au/ajie/article/view/304 https://doaj.org/toc/2049-7784 doi:10.1017/jie.2021.2 2049-7784 https://doaj.org/article/f120a78870c24f3685e2c28d250660e3 The Australian Journal of Indigenous Education, Vol 50, Iss 2 (2021) Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education Special aspects of education LC8-6691 article 2021 ftdoajarticles https://doi.org/10.1017/jie.2021.2 2022-12-30T20:20:08Z 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 Directory of Open Access Journals: DOAJ Articles The Australian Journal of Indigenous Education 50 2 265 273 |
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Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education Special aspects of education LC8-6691 |
spellingShingle |
Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education Special aspects of education LC8-6691 John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks Aboriginal student engagement and success in Kimberley tertiary education |
topic_facet |
Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education Special aspects of education LC8-6691 |
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 |
John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks |
author_facet |
John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks |
author_sort |
John Guenther |
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 |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
publishDate |
2021 |
url |
https://doi.org/10.1017/jie.2021.2 https://doaj.org/article/f120a78870c24f3685e2c28d250660e3 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
The Australian Journal of Indigenous Education, Vol 50, Iss 2 (2021) |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/304 https://doaj.org/toc/2049-7784 doi:10.1017/jie.2021.2 2049-7784 https://doaj.org/article/f120a78870c24f3685e2c28d250660e3 |
op_doi |
https://doi.org/10.1017/jie.2021.2 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
50 |
container_issue |
2 |
container_start_page |
265 |
op_container_end_page |
273 |
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1766002437610536960 |