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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2021-03-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/304 |
| _version_ | 1797963188414709760 |
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| author | John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks |
| author_facet | John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks |
| author_sort | John Guenther |
| collection | DOAJ |
| 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.
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| first_indexed | 2024-04-11T01:24:24Z |
| format | Article |
| id | doaj.art-f120a78870c24f3685e2c28d250660e3 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:24:24Z |
| publishDate | 2021-03-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-f120a78870c24f3685e2c28d250660e32023-01-03T10:48:23ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842021-03-0150210.1017/jie.2021.2Aboriginal student engagement and success in Kimberley tertiary educationJohn Guenther0Anna Dwyer1Sandra Wooltorton2Judith Wilks3Batchelor Institute of Indigenous Tertiary EducationNulungu Research Institute, The University of Notre Dame AustraliaNulungu Research Institute, The University of Notre Dame AustraliaSouthern Cross UniversityAbstract 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. https://ajie.atsis.uq.edu.au/ajie/article/view/304Cultural safetyIndigenous student engagementred dirt thinkingremote educationsuccessful transitionstertiary education |
| spellingShingle | John Guenther Anna Dwyer Sandra Wooltorton Judith Wilks Aboriginal student engagement and success in Kimberley tertiary education The Australian Journal of Indigenous Education Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education |
| title | 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_short | Aboriginal student engagement and success in Kimberley tertiary education |
| title_sort | aboriginal student engagement and success in kimberley tertiary education |
| topic | Cultural safety Indigenous student engagement red dirt thinking remote education successful transitions tertiary education |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/304 |
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