Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people
This article discusses mentorship provided to Indigenous1 Australian secondary school leavers. The authors suggest that, although current scholarship in the field is insightful, there is a dearth of material focusing on mentorship provided during the post-secondary school transitional phase. Also, m...
Published in: | The Australian Journal of Indigenous Education |
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Language: | English |
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St Lucia, Qld., University Of Queensland
2023
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Online Access: | https://doi.org/10.55146/ajie.v52i1.46 https://hdl.handle.net/1959.7/uws:73338 |
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ftunivwestsyd:oai:researchdirect.westernsydney.edu.au:uws_73338 2023-12-17T10:30:15+01:00 Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people Harry, Matilda (S37004) Trudgett, Michelle (R19725) Page, Susan (R20436) Grace, Rebekah (R19197) 2023 print 18 https://doi.org/10.55146/ajie.v52i1.46 https://hdl.handle.net/1959.7/uws:73338 eng eng St Lucia, Qld., University Of Queensland Australian Journal of Indigenous Education--2049-7784--1326-0111 Vol. 52 Issue. 1 No. pp: - Except where otherwise noted, content in this journal is licensed under a Creative Commons Attribution 4.0 International Licence (https://creativecommons.org/licenses/by/4.0/). As an open access journal, articles are free to use with proper attribution. XXXXXX - Unknown journal article 2023 ftunivwestsyd https://doi.org/10.55146/ajie.v52i1.46 2023-11-20T23:26:43Z This article discusses mentorship provided to Indigenous1 Australian secondary school leavers. The authors suggest that, although current scholarship in the field is insightful, there is a dearth of material focusing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematises Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are working full-time, studying, or both studying and working (Australian Bureau Statistics, 2021; Commonwealth of Australia, 2018). This is concerning, as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (Bodkin-Andrews et al., 2013; O'Shea et al., 2016). By centring national and international First Nations scholars, the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young people and their connections with culture, community, Elders and Country. Article in Journal/Newspaper First Nations University of Western Sydney (UWS): Research Direct O'Shea ENVELOPE(65.598,65.598,-70.254,-70.254) The Australian Journal of Indigenous Education 52 1 |
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University of Western Sydney (UWS): Research Direct |
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ftunivwestsyd |
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English |
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XXXXXX - Unknown Harry, Matilda (S37004) Trudgett, Michelle (R19725) Page, Susan (R20436) Grace, Rebekah (R19197) Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
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description |
This article discusses mentorship provided to Indigenous1 Australian secondary school leavers. The authors suggest that, although current scholarship in the field is insightful, there is a dearth of material focusing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematises Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are working full-time, studying, or both studying and working (Australian Bureau Statistics, 2021; Commonwealth of Australia, 2018). This is concerning, as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (Bodkin-Andrews et al., 2013; O'Shea et al., 2016). By centring national and international First Nations scholars, the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young people and their connections with culture, community, Elders and Country. |
format |
Article in Journal/Newspaper |
author |
Harry, Matilda (S37004) Trudgett, Michelle (R19725) Page, Susan (R20436) Grace, Rebekah (R19197) |
author_facet |
Harry, Matilda (S37004) Trudgett, Michelle (R19725) Page, Susan (R20436) Grace, Rebekah (R19197) |
author_sort |
Harry, Matilda (S37004) |
title |
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
title_short |
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
title_full |
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
title_fullStr |
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
title_full_unstemmed |
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people |
title_sort |
researching and reorienting mentorship practices to empower the success of indigenous australian young people |
publisher |
St Lucia, Qld., University Of Queensland |
publishDate |
2023 |
url |
https://doi.org/10.55146/ajie.v52i1.46 https://hdl.handle.net/1959.7/uws:73338 |
long_lat |
ENVELOPE(65.598,65.598,-70.254,-70.254) |
geographic |
O'Shea |
geographic_facet |
O'Shea |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Australian Journal of Indigenous Education--2049-7784--1326-0111 Vol. 52 Issue. 1 No. pp: - |
op_rights |
Except where otherwise noted, content in this journal is licensed under a Creative Commons Attribution 4.0 International Licence (https://creativecommons.org/licenses/by/4.0/). As an open access journal, articles are free to use with proper attribution. |
op_doi |
https://doi.org/10.55146/ajie.v52i1.46 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
52 |
container_issue |
1 |
_version_ |
1785583173234589696 |