Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

scholarly journals Illuminating Indigenous health care provider stories through forum theater

2021 ◽  
Vol 17 (1) ◽  
pp. 61-70
Author(s):  
Vanessa Van Bewer ◽  
Roberta L Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Health Care Professionals ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Cultural Safety ◽  
Lateral Violence ◽  
Indigenous Students ◽  
Current Context ◽  
Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

scholarly journals O movimento do acesso ao ensino superior em Portugal de 1960 a 2017: Uma análise ecológica

2019 ◽  
Vol 27 ◽  
pp. 146
Author(s):  
Leanete Thomas Dotta ◽  
Amélia Lopes ◽  
Carlinda Leite
Keyword(s):  
Higher Education ◽  
Social Dimension ◽  
Ecological Perspective ◽  
Economic Sector ◽  
Access To Higher Education ◽  
Level Of Education ◽  
The Social ◽  
The One ◽  
Access Policies ◽  
Over Time

Globally, the expansion of investments in the field of higher education, which stems from both the demands of the economic sector and the growing appreciation of the social dimension of knowledge, implies mobilization within the scope of access to this level of education. If, on the one hand, access policies play a central role, on the other hand, the interactions of individuals in the different environments of which they are part cannot be disregarded. The aim of this paper, from a socio-ecological perspective, was to analyse the movements of access to higher education in Portugal from 1960 to 2017. The interpretation of data on access and legislation on higher education in that period, in relation to the literature review outcomes, made it possible to identify moments of expansion and retraction of access to higher education in Portugal. It was at the confluence of a set of more or less favorable factors that the distinct movements of access originated over time. This confluence of factors led individuals to shape and reshape their aspirations concerning their entry to higher education. 

The “Tidal Wave”Contained—Open Admissions

1979 ◽  
Author(s):  
David Nasaw
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
College Education ◽  
Access To Higher Education ◽  
Wall Street ◽  
College Age ◽  
Amitai Etzioni ◽  
Four Year Colleges ◽  
The Wall Street Journal ◽  
The 1960S

Through the later fifties and sixties, the California plan was adopted, with modifications, in state after state. The four-year colleges and universities were protected by a rapidly expanding network of community colleges, over 360 of which were established between 1958 and 1968. The national increase in public two-year enrollments approached 300 percent for the decade of the 1960s, close to triple that for overall higher education enrollments. In New York, two-year enrollments increased from 6 percent of total public enrollments in 1960 to nearly 50 percent in 1970. The increases in Massachusetts, New Jersey, and Connecticut were as dramatic, from 4 percent to 26 percent, 2 percent to 28 percent, and zero to 20 percent respectively. By 1976, more than one third of all college freshmen and nearly 50 percent of those in public institutions were enrolled in community colleges. Due in no small part to this rapid increase in the number and enrollment of the community colleges, higher education had come within reach of the 1947 President’s Commission recommendations: nearly one-half of the college-age population was attending some institution of higher education. As the 1973 Second Newman Report—commissioned and funded by the Department of Health, Education, and Welfare—proudly proclaimed, American higher education “by the middle 1960s began moving into . . . [an] egalitarian [period]. Increasingly the American public has assumed that everyone should have a chance at a college education.” Unfortunately for those offered that chance, the system, though opened at the bottom, remained as closed as ever on top. The new generation of students was not granted access to higher education in general but to particular institutions—the community colleges. And these colleges, though presented as transitional institutions to the four-year schools, were in fact designed to keep students away from the senior colleges. As Amitai Etzioni of Columbia University explained for the readers of the Wall Street Journal, “If we can no longer keep the floodgates closed at the admissions office, it at least seems wise to channel the general flow away from four-year colleges and toward two-year extensions of high school in the junior and community colleges.”

scholarly journals Instrument eller institusjon? Skiftende politiske prioriteringer

2019 ◽  
pp. 25-52
Author(s):  
Per Olaf Aamodt ◽  
Lars Lyby
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Work Force ◽  
Access To Higher Education ◽  
Institutional Settings ◽  
Regional Role ◽  
Major Reform ◽  
The 1960S ◽  
Local Students

In Norway, as in all other industrialised countries, a strong expansion in higher education started in late 1950s. This was politically initiated with the aim of a better educated work-force and also broadening access to higher education socially and regionally as well as by gender. In the late 1960s a major reform was initiated in Norway to establish alternatives to universities to handle the expected growth. A new non-university, geographically spread sector was created with the clear aim of stimulating development in all corners of the country. The present chapter analyses the shifting policies for the regional roles of higher education institutions as stated in central policy documents. During the last 50 years higher education policy has been drawn between their regional roles and institutional concentration. Many colleges have been merged into a few large multi-campus institutions, leaving the impression that the aims of world-class quality and excellence have replaced the regional role. However, most of the campuses that existed before 1990 still exist within new institutional settings. The original rationale behind a geographically spread institutional structure is less visible in today’s policy, but at the same time the regional role of higher education has become broader and perhaps even more important. Back in the 1960s the objectives were mainly enrolling local students, educating the local workforce and the direct effects of the institution. This is still the case, but gradually R&D activities and innovation have become important contributions of higher education institutions.

Privilege and Inequality in Communist Society

2013 ◽  
Author(s):  
Don Filtzer
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
Social Stratification ◽  
Living Standards ◽  
Access To Higher Education ◽  
Communist Society ◽  
Rural Workers ◽  
The Soviet Union ◽  
The 1960S ◽  
High Degree

Like capitalist societies, the Soviet Union and the Soviet-type societies of Eastern Europe showed a high degree of social stratification and inequality. By the 1960s the rapid upward mobility of worker and peasant children in the intelligentsia and Party hierarchy had noticeably slowed, and an inherited class structure emerged. Because privileges in the Soviet Union were only weakly monetarized, and wealth could not be accumulated or inherited, privileged groups perpetuated themselves mainly through the use of internal ‘connections’ and by ensuring their offspring preferential access to higher education through which they would secure elite positions. We also see important differentiations within the workforce: urban vs. rural workers; ‘core’ workers vs. migrants; and men vs. women. China prior to the reform movement displayed a similar overall picture, with, however, some radical differences. Under Mao the gap in living standards between Party officials and ordinary workers was much more narrow than in the USSR, while the Cultural Revolution blunted attempts to ensure the reproduction of social stratification via access to higher education.

Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates

2017 ◽  
Vol 48 (01) ◽  
pp. 1-11 ◽  
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Student Support Services ◽  
Indigenous Education ◽  
Student Support ◽  
Individual Student ◽  
Indigenous Australians ◽  
Completion Rates ◽  
Contributing Factors ◽  
Australian Universities

The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

scholarly journals Vozes ameríndias na universidade pública inclusiva / Amerindian voices in inclusive public university

2017 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Daniela Bueno de Oliveira Américo de Godoy ◽  
José Francisco Miguel Henriques Bairrão
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Indigenous People ◽  
Public University ◽  
Qualitative Approach ◽  
Access To Higher Education ◽  
Political Strategy ◽  
Indigenous Students ◽  
Western Education ◽  
The University

A lei de cotas é um marco rumo à universidade pública inclusiva. Todavia, seu modelo pode não contemplar especificidades culturais. O objetivo deste trabalho é apresentar vozes indígenas sobre o assunto. Visa-se dar ouvidos às comunidades e lideranças indígenas no acompanhamento dessa política. Utilizou-se uma abordagem qualitativa, própria à etnopsicologia, que consistiu em explicitar comparações implícitas entre as culturas ameríndias e a ocidental. Analisaram-se as falas de palestrantes indígenas nas três edições do Encontro Nacional dos Estudantes Indígenas (ENEI). Os resultados mostram que acessar o ensino superior é uma estratégia política e que o território é o principal articulador conceitual. A universidade é vivida de modo peculiar, sem necessariamente corresponder aos moldes da formação ocidental. Os contrastes epistemológicos, pedagógicos e ontológicos por eles evidenciados sustentam propostas em direção à intercientificidade e à interculturalidade (CAPES).Palavras-chave: indígenas, políticas de ações afirmativas, ensino superior, etnopsicologia. ABSTRACT: The Quota Law is a milestone towards inclusive public university. However, this model may not contemplate cultural specificities. This paper aims to present Amerindian voices about this subject by listening to communities and indigenous leaders in monitoring this policy. We used a qualitative approach specific to Ethnopsychology methodology which consists of explicit implicit comparisons between the Amerindian cultures and Western cultures. The speeches of indigenous speakers in the three editions of the National Indigenous Students Meeting were analyzed. The results show that the access to higher education is a political strategy and that the territory is the main conceptual articulator. The university is experienced in a special way, without necessarily matching to the mold of Western education. The epistemological, pedagogical and ontological contrasts highlighted by them support proposals towards interscientism and interculturalism.Keywords: Indigenous people, affirmative action, higher education, ethnopsychology.

scholarly journals ESTUDIANTES INDÍGENAS Y INTERCULTURALIDAD(ES) EN EDUCACIÓN SUPERIOR

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Cecilia Navia Antezana ◽  
Gisela Salinas Sánchez ◽  
Gabriela Czarny Krischkautzky
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Mexico City ◽  
Indigenous Education ◽  
Discussion Groups ◽  
Complex Field ◽  
Indigenous Students ◽  
Educational Processes ◽  
Analysis Strategy ◽  
The University

Presentamos algunas reflexiones que se hacen presentes en procesos formativos con estudiantes de la Licenciatura en Educación Indígena de la Universidad Pedagógica Nacional - Unidad Ajusco de la Ciudad de México. El objetivo es comprender la construcción de formas de interacción al interior de la licenciatura y fuera de ella. Se parte del supuesto de que estas interacciones van más allá del debate sobre interculturalidad, en tanto se hacen presentes algunas tensiones que configuran un campo complejo en el que entran en juego elementos socioculturales, políticos, históricos y económicos. A partir de un enfoque cualitativo, se realizaron grupos de discusión con estudiantes. Se aplicó una estrategia de análisis de contenido. Se encontró un ejercicio de reflexividad compartida a partir de las interacciones que se establecen entre los mismos estudiantes indígenas, con pares no indígenas, así como con la institución. Entre las conclusiones destaca que la interculturalidad, parece ser un concepto que no logra dar cuenta de la complejidad de situaciones que se viven en la universidad. No obstante, a partir de este concepto, se evocan diversas experiencias y significados sobre las interacciones presentes entre los estudiantes, así como sobre la ausencia de políticas para la diversidad.INDIGENOUS STUDENTS AND INTERCULTURALITIES IN HIGHER EDUCATION  ABSTRACTWe present some thoughts who are present in educational processes with students from the Indigenous Education Bachelor by the National Pedagogical University in Mexico City. The objective is to comprehend how different forms of interaction, inside and outside the university, are built. We part from the assumption that interactions go beyond the intercultural debate, where some tensions arise and configure a complex field where sociocultural, political, historical and economical elements interpose. From a qualitative focus, discussion groups with students were held A content analysis strategy was applied. A shared reflection exercise was found from the interactions established between the indigenous students, with non-indigenous peers, and with the university. Conclusions feature that interculturality seems to be a concept that doesn't make visible the complexity of situations lived in the university. Although, from this concept, are evoked different experiences and meanings about the present interactions between students and the absence of policies for diversity.Keywords: higher education. indigenous students. Interculturality. interactions.

scholarly journals Jóvenes indígenas en la UPN Ajusco. Relatos escolares desde la educación superior

2014 ◽  
pp. 182-186
Author(s):  
Dra. Laura Selene Mateos Cortés
Keyword(s):  
Higher Education ◽  
Mexico City ◽  
Indigenous Education ◽  
School Integration ◽  
Educación Superior ◽  
Indigenous Students ◽  
Educacion Superior ◽  
Personal Experiences

Se reseña el libro titulado Jóvenes indígenas en la UPN Ajusco. Relatos escolares desde la educación superior, coordinado por la Dra. Gabriela Czarny Krischkautzky, que aporta las experiencias personales y los modos de escolarización que han vivido los estudiantes indígenas de la Licenciatura en Educación Indígena de la Universidad Pedagógica Nacional Ajusco. AbstractThe following is the review of the book Jóvenes indígenas en la UPN Ajusco, Relatos escolares desde la educación superior [“Young Indigenous Students at the UPN Ajusco: school narrations from higher education”], compiled by Dr Gabriela Czarny Krischkautzky. The book contains the personal experiences and ways of school integration as lived by indigenous students of the B.A program in Indigenous Education of the National Pedagogical University in Mexico City. Recibido: 07 de octubre de 2013Aceptado: 21 de octubre de 2013

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