Indigenous Pathways, Transitions and Participation in Higher Education : : From Policy to Practice.
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Place / Publishing House: | Singapore : : Springer Singapore Pte. Limited,, 2017. ©2017. |
Year of Publication: | 2017 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (295 pages) |
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Frawley, Jack. Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. 1st ed. Singapore : Springer Singapore Pte. Limited, 2017. ©2017. 1 online resource (295 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Preface -- Acknowledgements -- Contents -- Contributors -- About the Authors -- Part I: Introduction -- Chapter 1: Indigenous Pathways and Transitions into Higher Education: An Introduction -- Introduction -- Relevant Policies and Reviews -- Indigenous Pathways and Transitions Themes -- Policy and Systems -- Engagement -- Pathways -- Transition, Participation, and Success -- Conclusion -- References -- Part II: Policy and Policy Issues -- Chapter 2: Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia -- Introduction -- Understanding the National Equity in Higher Education Policy Agenda -- Understanding the National Indigenous Higher Education Policy Agenda -- Understanding the Synergies and Discordance Between National Equity, and Indigenous, Higher Education Policy Agendas -- Synergies -- Values -- Nature of Equity Issues -- Evidence -- Discordance -- Epistemological and Ontological Dissonance -- Impact of Colonisation -- Culture, Cultural Competence and Cultural Safety -- Conclusion -- References -- Chapter 3: What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education? -- Introduction -- What Do We Know About Indigenous Community Engagement? -- What Do We Know About Indigenous Community Engagement in Education Contexts? -- What Do We Know About Community Engagement in Higher Education? -- What Do We Know About Indigenous Community Engagement with Respect to Pathways into Higher Education? -- What Are the Opportunities for Improved Indigenous Community Engagement in Indigenous Higher Education Contexts? -- Redefining Community Engagement from Indigenous Standpoints -- Appropriately Resourcing Indigenous Community Engagement Activities. Continuing to Build an Evidence Base to Learn from Recent Indigenous Community Engagement Investments -- Move Beyond the Rhetorical Language Used in Many Policy Documents and Frameworks -- Conclusion -- References -- Chapter 4: A Design and Evaluation Framework for Indigenisation of Australian Universities -- Introduction -- University Sector Background -- University Case Study Context -- Definition and Framework for Analysis -- Results -- Assembling Resources, Actors and Partnerships -- Whole of Institution Strategy -- Governance -- Stakeholder Partnerships -- Engaging Learners, Faculties, Academics and Researchers -- Professional Learning Community for Institution Change -- Indigenising University Curriculum -- University Staff Inter-cultural Competence Workshops -- Working Together -- Higher Burden on Indigenous Staff -- Building Indigenous Staff Capacity -- Increasing Visibility of Indigenous Cultures Across Campuses -- Building Confidence -- Empowerment of Staff -- Sustainability -- Excellence and Equity -- Indigenous Participation in STEM Disciplines -- Summary Case Study Characteristics -- Conclusion -- References -- Chapter 5: Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions Within the Academy -- Introduction -- Literature -- Indigenous Knowledge -- Graduate Attributes -- Recognition of Prior Learning for Advanced Standing -- Approach -- Outcomes -- Indigenous Knowledge and the Academy -- Indigenous-Related Graduate Attributes and the Academy -- The RPLAS Factor -- Discussion -- Tensions -- Balance -- Conclusion -- References -- Part III: Practice, Programs and Future Directions -- Chapter 6: You've Got to Put Your Stamp on Things: A Rippling Story of Success -- Introduction -- Approach -- Results and Discussion -- Pathways: Stumbling in -- Transition: I Know What I Wanted to Say. Discussion -- Mastery Experiences: Overcoming Obstacles -- Vicarious Experiences: Mentors and Models -- Verbal Persuasion: Putting Your Stamp on Things -- Physiological State - Overcoming Shame -- Conclusion -- References -- Chapter 7: Canada's Indigenous Peoples' Access to Post-secondary Education: The Spirit of the 'New Buffalo' -- Introduction -- The Educational Landscape for Canada's Indigenous Peoples -- The Barriers -- Systemic and Systematic Roots -- The Purpose of Higher Education -- The Role of Indigenisation and Decolonisation Practices -- Access and Transition Programming -- Beyond Undergraduate Programs -- A Case Study -- Conclusion -- References -- Transitions Websites -- Chapter 8: Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia -- Introduction -- Enabling Education -- Education's Key Role in Addressing Indigenous Disadvantage -- Conceptual Context -- Method -- Findings -- Staff Perspectives -- Student Perspectives -- Completed Students -- Early Exit Student -- Continuing Students -- Discussion -- Synthesis: Strength, Success and Transformation -- Summary -- References -- Chapter 9: How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney -- Introduction -- Higher Education Context -- Responding to the Call for Change at the University of Sydney -- Cultural Competence: What Is It? -- Locating Cultural Competence in a Social Justice and Change Agenda -- Rolling Out Cultural Competence at the University of Sydney -- NCCC Work to Date -- Conclusion -- References -- Chapter 10: Grandmothers' Pedagogy: Lessons for Supporting Native Students' Attendance at Universities -- Introduction -- Literature and Theory Guiding the Study -- Grandmothers' Experiences and Stories -- Theoretical Framework: Family Education Model -- Methodology. Indigenous Storywork and Narrative Analysis -- Research Site and Recruitment -- Findings -- Story Sharing -- Openness to Vulnerability -- Motivation -- Grandmothers' Pedagogy -- Arizona State University (ASU): Listening Sessions -- University of Arizona (UA): Sharing Circles -- UA: Openness to Vulnerability -- Final Thoughts -- References -- Chapter 11: Tackling Indigenous Incarceration Through Promoting Engagement with Higher Education -- Introduction -- Educational Attainment and Incarceration for Indigenous Australians -- Education in Prison: Learning 'the Hard Way' -- Higher Education on the Inside -- Improving Access to Digital Higher Education in Correctional Centres -- Approach and Evaluation -- Portable Learning Environments for Incarcerated Adult Distance Education Students -- From Access to Success -- The Triple 'E' Project (Empowerment, E-Learning and E-Readers) -- Sorting Out University Processes -- Making the Connection -- The Technologies -- Providing a Pathway -- Engagement with Indigenous Incarcerated Students -- Results -- Where to from Here? -- References -- Chapter 12: Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities -- Introduction -- Reducing Spatial Inequality -- The Indigenous Futures Program -- Media and Creative Industries Demonstrator Project -- Health and Community Services Demonstrator Project -- Education Demonstrator Project -- Student Enrolment -- Digital Literacy -- Method and Data Collection -- Digital Literacy Survey -- Face-to-Face Student Interviews -- Digital Literacy Survey Findings -- Discussion -- Accessing the Internet at Home -- Preference for Group and Face-to-Face Learning -- Capabilities and Online Education -- Conclusion -- References. Chapter 13: Promoting Engagement and Success at University Through Strengthening the Online Learning Experiences of Indigenous Students Living and Studying in Remote Communities -- Introduction -- Background -- Commonly Identified Challenges -- Methodology -- Findings -- Technical Access -- Community-Based Technical Facilities -- Mobile Phones -- Facebook -- Technical Skills and Knowledge -- Mixed Platforms for Information Delivery -- Targeted Approaches to Enhancing Computer Use -- Enhanced Onsite Training to Enhance Specific Regional Indigenous Learning Styles -- Students' Roles in Family and Community -- Outreach and In-Community Support -- The Role of ITAS -- Pedagogy, Curriculum and Teaching and Learning Design -- Importance of Blocks/Residential Programs -- Travel and Accommodation Issues -- Learning Styles -- Online Pedagogy -- Timely and Meaningful Feedback -- Conclusion -- Appendix -- References -- Chapter 14: The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education -- Introduction -- Enabling Programs: General Purpose and Design -- Enabling Programs: Relevance to Indigenous Participation in Higher Education -- Approach to Study -- Scope and Delivery of Indigenous Enabling Programs in Australian Higher Education -- Post-Enabling Higher Education Success of Indigenous Students -- Volume -- Retention and Success Rates -- Findings and Implications -- References -- Chapter 15: 'Red Dirt' Schools and Pathways into Higher Education -- Introduction -- Literature -- Educational Success and Failure in Remote Schools -- Theoretical Perspectives and Views of Success -- Pathways and Aspirations in Remote Communities -- Boarding Schools as a Shortcut in the Pathway -- Remote Education Systems Project Overview -- Methods -- Research Questions -- Findings: What Is Education for?. Findings: How Aspirations Are Built in Remote Community Schools. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Larkin, Steve. Smith, James A. Print version: Frawley, Jack Indigenous Pathways, Transitions and Participation in Higher Education Singapore : Springer Singapore Pte. Limited,c2017 9789811040610 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422732 Click to View |
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eBook |
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Frawley, Jack. |
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Frawley, Jack. Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. Intro -- Preface -- Acknowledgements -- Contents -- Contributors -- About the Authors -- Part I: Introduction -- Chapter 1: Indigenous Pathways and Transitions into Higher Education: An Introduction -- Introduction -- Relevant Policies and Reviews -- Indigenous Pathways and Transitions Themes -- Policy and Systems -- Engagement -- Pathways -- Transition, Participation, and Success -- Conclusion -- References -- Part II: Policy and Policy Issues -- Chapter 2: Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia -- Introduction -- Understanding the National Equity in Higher Education Policy Agenda -- Understanding the National Indigenous Higher Education Policy Agenda -- Understanding the Synergies and Discordance Between National Equity, and Indigenous, Higher Education Policy Agendas -- Synergies -- Values -- Nature of Equity Issues -- Evidence -- Discordance -- Epistemological and Ontological Dissonance -- Impact of Colonisation -- Culture, Cultural Competence and Cultural Safety -- Conclusion -- References -- Chapter 3: What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education? -- Introduction -- What Do We Know About Indigenous Community Engagement? -- What Do We Know About Indigenous Community Engagement in Education Contexts? -- What Do We Know About Community Engagement in Higher Education? -- What Do We Know About Indigenous Community Engagement with Respect to Pathways into Higher Education? -- What Are the Opportunities for Improved Indigenous Community Engagement in Indigenous Higher Education Contexts? -- Redefining Community Engagement from Indigenous Standpoints -- Appropriately Resourcing Indigenous Community Engagement Activities. Continuing to Build an Evidence Base to Learn from Recent Indigenous Community Engagement Investments -- Move Beyond the Rhetorical Language Used in Many Policy Documents and Frameworks -- Conclusion -- References -- Chapter 4: A Design and Evaluation Framework for Indigenisation of Australian Universities -- Introduction -- University Sector Background -- University Case Study Context -- Definition and Framework for Analysis -- Results -- Assembling Resources, Actors and Partnerships -- Whole of Institution Strategy -- Governance -- Stakeholder Partnerships -- Engaging Learners, Faculties, Academics and Researchers -- Professional Learning Community for Institution Change -- Indigenising University Curriculum -- University Staff Inter-cultural Competence Workshops -- Working Together -- Higher Burden on Indigenous Staff -- Building Indigenous Staff Capacity -- Increasing Visibility of Indigenous Cultures Across Campuses -- Building Confidence -- Empowerment of Staff -- Sustainability -- Excellence and Equity -- Indigenous Participation in STEM Disciplines -- Summary Case Study Characteristics -- Conclusion -- References -- Chapter 5: Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions Within the Academy -- Introduction -- Literature -- Indigenous Knowledge -- Graduate Attributes -- Recognition of Prior Learning for Advanced Standing -- Approach -- Outcomes -- Indigenous Knowledge and the Academy -- Indigenous-Related Graduate Attributes and the Academy -- The RPLAS Factor -- Discussion -- Tensions -- Balance -- Conclusion -- References -- Part III: Practice, Programs and Future Directions -- Chapter 6: You've Got to Put Your Stamp on Things: A Rippling Story of Success -- Introduction -- Approach -- Results and Discussion -- Pathways: Stumbling in -- Transition: I Know What I Wanted to Say. Discussion -- Mastery Experiences: Overcoming Obstacles -- Vicarious Experiences: Mentors and Models -- Verbal Persuasion: Putting Your Stamp on Things -- Physiological State - Overcoming Shame -- Conclusion -- References -- Chapter 7: Canada's Indigenous Peoples' Access to Post-secondary Education: The Spirit of the 'New Buffalo' -- Introduction -- The Educational Landscape for Canada's Indigenous Peoples -- The Barriers -- Systemic and Systematic Roots -- The Purpose of Higher Education -- The Role of Indigenisation and Decolonisation Practices -- Access and Transition Programming -- Beyond Undergraduate Programs -- A Case Study -- Conclusion -- References -- Transitions Websites -- Chapter 8: Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia -- Introduction -- Enabling Education -- Education's Key Role in Addressing Indigenous Disadvantage -- Conceptual Context -- Method -- Findings -- Staff Perspectives -- Student Perspectives -- Completed Students -- Early Exit Student -- Continuing Students -- Discussion -- Synthesis: Strength, Success and Transformation -- Summary -- References -- Chapter 9: How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney -- Introduction -- Higher Education Context -- Responding to the Call for Change at the University of Sydney -- Cultural Competence: What Is It? -- Locating Cultural Competence in a Social Justice and Change Agenda -- Rolling Out Cultural Competence at the University of Sydney -- NCCC Work to Date -- Conclusion -- References -- Chapter 10: Grandmothers' Pedagogy: Lessons for Supporting Native Students' Attendance at Universities -- Introduction -- Literature and Theory Guiding the Study -- Grandmothers' Experiences and Stories -- Theoretical Framework: Family Education Model -- Methodology. Indigenous Storywork and Narrative Analysis -- Research Site and Recruitment -- Findings -- Story Sharing -- Openness to Vulnerability -- Motivation -- Grandmothers' Pedagogy -- Arizona State University (ASU): Listening Sessions -- University of Arizona (UA): Sharing Circles -- UA: Openness to Vulnerability -- Final Thoughts -- References -- Chapter 11: Tackling Indigenous Incarceration Through Promoting Engagement with Higher Education -- Introduction -- Educational Attainment and Incarceration for Indigenous Australians -- Education in Prison: Learning 'the Hard Way' -- Higher Education on the Inside -- Improving Access to Digital Higher Education in Correctional Centres -- Approach and Evaluation -- Portable Learning Environments for Incarcerated Adult Distance Education Students -- From Access to Success -- The Triple 'E' Project (Empowerment, E-Learning and E-Readers) -- Sorting Out University Processes -- Making the Connection -- The Technologies -- Providing a Pathway -- Engagement with Indigenous Incarcerated Students -- Results -- Where to from Here? -- References -- Chapter 12: Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities -- Introduction -- Reducing Spatial Inequality -- The Indigenous Futures Program -- Media and Creative Industries Demonstrator Project -- Health and Community Services Demonstrator Project -- Education Demonstrator Project -- Student Enrolment -- Digital Literacy -- Method and Data Collection -- Digital Literacy Survey -- Face-to-Face Student Interviews -- Digital Literacy Survey Findings -- Discussion -- Accessing the Internet at Home -- Preference for Group and Face-to-Face Learning -- Capabilities and Online Education -- Conclusion -- References. Chapter 13: Promoting Engagement and Success at University Through Strengthening the Online Learning Experiences of Indigenous Students Living and Studying in Remote Communities -- Introduction -- Background -- Commonly Identified Challenges -- Methodology -- Findings -- Technical Access -- Community-Based Technical Facilities -- Mobile Phones -- Facebook -- Technical Skills and Knowledge -- Mixed Platforms for Information Delivery -- Targeted Approaches to Enhancing Computer Use -- Enhanced Onsite Training to Enhance Specific Regional Indigenous Learning Styles -- Students' Roles in Family and Community -- Outreach and In-Community Support -- The Role of ITAS -- Pedagogy, Curriculum and Teaching and Learning Design -- Importance of Blocks/Residential Programs -- Travel and Accommodation Issues -- Learning Styles -- Online Pedagogy -- Timely and Meaningful Feedback -- Conclusion -- Appendix -- References -- Chapter 14: The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education -- Introduction -- Enabling Programs: General Purpose and Design -- Enabling Programs: Relevance to Indigenous Participation in Higher Education -- Approach to Study -- Scope and Delivery of Indigenous Enabling Programs in Australian Higher Education -- Post-Enabling Higher Education Success of Indigenous Students -- Volume -- Retention and Success Rates -- Findings and Implications -- References -- Chapter 15: 'Red Dirt' Schools and Pathways into Higher Education -- Introduction -- Literature -- Educational Success and Failure in Remote Schools -- Theoretical Perspectives and Views of Success -- Pathways and Aspirations in Remote Communities -- Boarding Schools as a Shortcut in the Pathway -- Remote Education Systems Project Overview -- Methods -- Research Questions -- Findings: What Is Education for?. Findings: How Aspirations Are Built in Remote Community Schools. |
author_facet |
Frawley, Jack. Larkin, Steve. Smith, James A. |
author_variant |
j f jf |
author2 |
Larkin, Steve. Smith, James A. |
author2_variant |
s l sl j a s ja jas |
author2_role |
TeilnehmendeR TeilnehmendeR |
author_sort |
Frawley, Jack. |
title |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. |
title_sub |
From Policy to Practice. |
title_full |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. |
title_fullStr |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. |
title_full_unstemmed |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. |
title_auth |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice. |
title_new |
Indigenous Pathways, Transitions and Participation in Higher Education : |
title_sort |
indigenous pathways, transitions and participation in higher education : from policy to practice. |
publisher |
Springer Singapore Pte. Limited, |
publishDate |
2017 |
physical |
1 online resource (295 pages) |
edition |
1st ed. |
contents |
Intro -- Preface -- Acknowledgements -- Contents -- Contributors -- About the Authors -- Part I: Introduction -- Chapter 1: Indigenous Pathways and Transitions into Higher Education: An Introduction -- Introduction -- Relevant Policies and Reviews -- Indigenous Pathways and Transitions Themes -- Policy and Systems -- Engagement -- Pathways -- Transition, Participation, and Success -- Conclusion -- References -- Part II: Policy and Policy Issues -- Chapter 2: Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia -- Introduction -- Understanding the National Equity in Higher Education Policy Agenda -- Understanding the National Indigenous Higher Education Policy Agenda -- Understanding the Synergies and Discordance Between National Equity, and Indigenous, Higher Education Policy Agendas -- Synergies -- Values -- Nature of Equity Issues -- Evidence -- Discordance -- Epistemological and Ontological Dissonance -- Impact of Colonisation -- Culture, Cultural Competence and Cultural Safety -- Conclusion -- References -- Chapter 3: What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education? -- Introduction -- What Do We Know About Indigenous Community Engagement? -- What Do We Know About Indigenous Community Engagement in Education Contexts? -- What Do We Know About Community Engagement in Higher Education? -- What Do We Know About Indigenous Community Engagement with Respect to Pathways into Higher Education? -- What Are the Opportunities for Improved Indigenous Community Engagement in Indigenous Higher Education Contexts? -- Redefining Community Engagement from Indigenous Standpoints -- Appropriately Resourcing Indigenous Community Engagement Activities. Continuing to Build an Evidence Base to Learn from Recent Indigenous Community Engagement Investments -- Move Beyond the Rhetorical Language Used in Many Policy Documents and Frameworks -- Conclusion -- References -- Chapter 4: A Design and Evaluation Framework for Indigenisation of Australian Universities -- Introduction -- University Sector Background -- University Case Study Context -- Definition and Framework for Analysis -- Results -- Assembling Resources, Actors and Partnerships -- Whole of Institution Strategy -- Governance -- Stakeholder Partnerships -- Engaging Learners, Faculties, Academics and Researchers -- Professional Learning Community for Institution Change -- Indigenising University Curriculum -- University Staff Inter-cultural Competence Workshops -- Working Together -- Higher Burden on Indigenous Staff -- Building Indigenous Staff Capacity -- Increasing Visibility of Indigenous Cultures Across Campuses -- Building Confidence -- Empowerment of Staff -- Sustainability -- Excellence and Equity -- Indigenous Participation in STEM Disciplines -- Summary Case Study Characteristics -- Conclusion -- References -- Chapter 5: Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions Within the Academy -- Introduction -- Literature -- Indigenous Knowledge -- Graduate Attributes -- Recognition of Prior Learning for Advanced Standing -- Approach -- Outcomes -- Indigenous Knowledge and the Academy -- Indigenous-Related Graduate Attributes and the Academy -- The RPLAS Factor -- Discussion -- Tensions -- Balance -- Conclusion -- References -- Part III: Practice, Programs and Future Directions -- Chapter 6: You've Got to Put Your Stamp on Things: A Rippling Story of Success -- Introduction -- Approach -- Results and Discussion -- Pathways: Stumbling in -- Transition: I Know What I Wanted to Say. Discussion -- Mastery Experiences: Overcoming Obstacles -- Vicarious Experiences: Mentors and Models -- Verbal Persuasion: Putting Your Stamp on Things -- Physiological State - Overcoming Shame -- Conclusion -- References -- Chapter 7: Canada's Indigenous Peoples' Access to Post-secondary Education: The Spirit of the 'New Buffalo' -- Introduction -- The Educational Landscape for Canada's Indigenous Peoples -- The Barriers -- Systemic and Systematic Roots -- The Purpose of Higher Education -- The Role of Indigenisation and Decolonisation Practices -- Access and Transition Programming -- Beyond Undergraduate Programs -- A Case Study -- Conclusion -- References -- Transitions Websites -- Chapter 8: Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia -- Introduction -- Enabling Education -- Education's Key Role in Addressing Indigenous Disadvantage -- Conceptual Context -- Method -- Findings -- Staff Perspectives -- Student Perspectives -- Completed Students -- Early Exit Student -- Continuing Students -- Discussion -- Synthesis: Strength, Success and Transformation -- Summary -- References -- Chapter 9: How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney -- Introduction -- Higher Education Context -- Responding to the Call for Change at the University of Sydney -- Cultural Competence: What Is It? -- Locating Cultural Competence in a Social Justice and Change Agenda -- Rolling Out Cultural Competence at the University of Sydney -- NCCC Work to Date -- Conclusion -- References -- Chapter 10: Grandmothers' Pedagogy: Lessons for Supporting Native Students' Attendance at Universities -- Introduction -- Literature and Theory Guiding the Study -- Grandmothers' Experiences and Stories -- Theoretical Framework: Family Education Model -- Methodology. Indigenous Storywork and Narrative Analysis -- Research Site and Recruitment -- Findings -- Story Sharing -- Openness to Vulnerability -- Motivation -- Grandmothers' Pedagogy -- Arizona State University (ASU): Listening Sessions -- University of Arizona (UA): Sharing Circles -- UA: Openness to Vulnerability -- Final Thoughts -- References -- Chapter 11: Tackling Indigenous Incarceration Through Promoting Engagement with Higher Education -- Introduction -- Educational Attainment and Incarceration for Indigenous Australians -- Education in Prison: Learning 'the Hard Way' -- Higher Education on the Inside -- Improving Access to Digital Higher Education in Correctional Centres -- Approach and Evaluation -- Portable Learning Environments for Incarcerated Adult Distance Education Students -- From Access to Success -- The Triple 'E' Project (Empowerment, E-Learning and E-Readers) -- Sorting Out University Processes -- Making the Connection -- The Technologies -- Providing a Pathway -- Engagement with Indigenous Incarcerated Students -- Results -- Where to from Here? -- References -- Chapter 12: Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities -- Introduction -- Reducing Spatial Inequality -- The Indigenous Futures Program -- Media and Creative Industries Demonstrator Project -- Health and Community Services Demonstrator Project -- Education Demonstrator Project -- Student Enrolment -- Digital Literacy -- Method and Data Collection -- Digital Literacy Survey -- Face-to-Face Student Interviews -- Digital Literacy Survey Findings -- Discussion -- Accessing the Internet at Home -- Preference for Group and Face-to-Face Learning -- Capabilities and Online Education -- Conclusion -- References. Chapter 13: Promoting Engagement and Success at University Through Strengthening the Online Learning Experiences of Indigenous Students Living and Studying in Remote Communities -- Introduction -- Background -- Commonly Identified Challenges -- Methodology -- Findings -- Technical Access -- Community-Based Technical Facilities -- Mobile Phones -- Facebook -- Technical Skills and Knowledge -- Mixed Platforms for Information Delivery -- Targeted Approaches to Enhancing Computer Use -- Enhanced Onsite Training to Enhance Specific Regional Indigenous Learning Styles -- Students' Roles in Family and Community -- Outreach and In-Community Support -- The Role of ITAS -- Pedagogy, Curriculum and Teaching and Learning Design -- Importance of Blocks/Residential Programs -- Travel and Accommodation Issues -- Learning Styles -- Online Pedagogy -- Timely and Meaningful Feedback -- Conclusion -- Appendix -- References -- Chapter 14: The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education -- Introduction -- Enabling Programs: General Purpose and Design -- Enabling Programs: Relevance to Indigenous Participation in Higher Education -- Approach to Study -- Scope and Delivery of Indigenous Enabling Programs in Australian Higher Education -- Post-Enabling Higher Education Success of Indigenous Students -- Volume -- Retention and Success Rates -- Findings and Implications -- References -- Chapter 15: 'Red Dirt' Schools and Pathways into Higher Education -- Introduction -- Literature -- Educational Success and Failure in Remote Schools -- Theoretical Perspectives and Views of Success -- Pathways and Aspirations in Remote Communities -- Boarding Schools as a Shortcut in the Pathway -- Remote Education Systems Project Overview -- Methods -- Research Questions -- Findings: What Is Education for?. Findings: How Aspirations Are Built in Remote Community Schools. |
isbn |
9789811040627 9789811040610 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB2300-2799 |
callnumber-sort |
LB 42300 42799.3 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422732 |
illustrated |
Not Illustrated |
oclc_num |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>11940nam a22004573i 4500</leader><controlfield tag="001">5006422732</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073837.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2017 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789811040627</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789811040610</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5006422732</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL6422732</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)992468687</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB2300-2799.3</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Frawley, Jack.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Indigenous Pathways, Transitions and Participation in Higher Education :</subfield><subfield code="b">From Policy to Practice.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Singapore :</subfield><subfield code="b">Springer Singapore Pte. Limited,</subfield><subfield code="c">2017.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2017.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (295 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Preface -- Acknowledgements -- Contents -- Contributors -- About the Authors -- Part I: Introduction -- Chapter 1: Indigenous Pathways and Transitions into Higher Education: An Introduction -- Introduction -- Relevant Policies and Reviews -- Indigenous Pathways and Transitions Themes -- Policy and Systems -- Engagement -- Pathways -- Transition, Participation, and Success -- Conclusion -- References -- Part II: Policy and Policy Issues -- Chapter 2: Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia -- Introduction -- Understanding the National Equity in Higher Education Policy Agenda -- Understanding the National Indigenous Higher Education Policy Agenda -- Understanding the Synergies and Discordance Between National Equity, and Indigenous, Higher Education Policy Agendas -- Synergies -- Values -- Nature of Equity Issues -- Evidence -- Discordance -- Epistemological and Ontological Dissonance -- Impact of Colonisation -- Culture, Cultural Competence and Cultural Safety -- Conclusion -- References -- Chapter 3: What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education? -- Introduction -- What Do We Know About Indigenous Community Engagement? -- What Do We Know About Indigenous Community Engagement in Education Contexts? -- What Do We Know About Community Engagement in Higher Education? -- What Do We Know About Indigenous Community Engagement with Respect to Pathways into Higher Education? -- What Are the Opportunities for Improved Indigenous Community Engagement in Indigenous Higher Education Contexts? -- Redefining Community Engagement from Indigenous Standpoints -- Appropriately Resourcing Indigenous Community Engagement Activities.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Continuing to Build an Evidence Base to Learn from Recent Indigenous Community Engagement Investments -- Move Beyond the Rhetorical Language Used in Many Policy Documents and Frameworks -- Conclusion -- References -- Chapter 4: A Design and Evaluation Framework for Indigenisation of Australian Universities -- Introduction -- University Sector Background -- University Case Study Context -- Definition and Framework for Analysis -- Results -- Assembling Resources, Actors and Partnerships -- Whole of Institution Strategy -- Governance -- Stakeholder Partnerships -- Engaging Learners, Faculties, Academics and Researchers -- Professional Learning Community for Institution Change -- Indigenising University Curriculum -- University Staff Inter-cultural Competence Workshops -- Working Together -- Higher Burden on Indigenous Staff -- Building Indigenous Staff Capacity -- Increasing Visibility of Indigenous Cultures Across Campuses -- Building Confidence -- Empowerment of Staff -- Sustainability -- Excellence and Equity -- Indigenous Participation in STEM Disciplines -- Summary Case Study Characteristics -- Conclusion -- References -- Chapter 5: Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions Within the Academy -- Introduction -- Literature -- Indigenous Knowledge -- Graduate Attributes -- Recognition of Prior Learning for Advanced Standing -- Approach -- Outcomes -- Indigenous Knowledge and the Academy -- Indigenous-Related Graduate Attributes and the Academy -- The RPLAS Factor -- Discussion -- Tensions -- Balance -- Conclusion -- References -- Part III: Practice, Programs and Future Directions -- Chapter 6: You've Got to Put Your Stamp on Things: A Rippling Story of Success -- Introduction -- Approach -- Results and Discussion -- Pathways: Stumbling in -- Transition: I Know What I Wanted to Say.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Discussion -- Mastery Experiences: Overcoming Obstacles -- Vicarious Experiences: Mentors and Models -- Verbal Persuasion: Putting Your Stamp on Things -- Physiological State - Overcoming Shame -- Conclusion -- References -- Chapter 7: Canada's Indigenous Peoples' Access to Post-secondary Education: The Spirit of the 'New Buffalo' -- Introduction -- The Educational Landscape for Canada's Indigenous Peoples -- The Barriers -- Systemic and Systematic Roots -- The Purpose of Higher Education -- The Role of Indigenisation and Decolonisation Practices -- Access and Transition Programming -- Beyond Undergraduate Programs -- A Case Study -- Conclusion -- References -- Transitions Websites -- Chapter 8: Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia -- Introduction -- Enabling Education -- Education's Key Role in Addressing Indigenous Disadvantage -- Conceptual Context -- Method -- Findings -- Staff Perspectives -- Student Perspectives -- Completed Students -- Early Exit Student -- Continuing Students -- Discussion -- Synthesis: Strength, Success and Transformation -- Summary -- References -- Chapter 9: How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney -- Introduction -- Higher Education Context -- Responding to the Call for Change at the University of Sydney -- Cultural Competence: What Is It? -- Locating Cultural Competence in a Social Justice and Change Agenda -- Rolling Out Cultural Competence at the University of Sydney -- NCCC Work to Date -- Conclusion -- References -- Chapter 10: Grandmothers' Pedagogy: Lessons for Supporting Native Students' Attendance at Universities -- Introduction -- Literature and Theory Guiding the Study -- Grandmothers' Experiences and Stories -- Theoretical Framework: Family Education Model -- Methodology.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Indigenous Storywork and Narrative Analysis -- Research Site and Recruitment -- Findings -- Story Sharing -- Openness to Vulnerability -- Motivation -- Grandmothers' Pedagogy -- Arizona State University (ASU): Listening Sessions -- University of Arizona (UA): Sharing Circles -- UA: Openness to Vulnerability -- Final Thoughts -- References -- Chapter 11: Tackling Indigenous Incarceration Through Promoting Engagement with Higher Education -- Introduction -- Educational Attainment and Incarceration for Indigenous Australians -- Education in Prison: Learning 'the Hard Way' -- Higher Education on the Inside -- Improving Access to Digital Higher Education in Correctional Centres -- Approach and Evaluation -- Portable Learning Environments for Incarcerated Adult Distance Education Students -- From Access to Success -- The Triple 'E' Project (Empowerment, E-Learning and E-Readers) -- Sorting Out University Processes -- Making the Connection -- The Technologies -- Providing a Pathway -- Engagement with Indigenous Incarcerated Students -- Results -- Where to from Here? -- References -- Chapter 12: Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities -- Introduction -- Reducing Spatial Inequality -- The Indigenous Futures Program -- Media and Creative Industries Demonstrator Project -- Health and Community Services Demonstrator Project -- Education Demonstrator Project -- Student Enrolment -- Digital Literacy -- Method and Data Collection -- Digital Literacy Survey -- Face-to-Face Student Interviews -- Digital Literacy Survey Findings -- Discussion -- Accessing the Internet at Home -- Preference for Group and Face-to-Face Learning -- Capabilities and Online Education -- Conclusion -- References.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Chapter 13: Promoting Engagement and Success at University Through Strengthening the Online Learning Experiences of Indigenous Students Living and Studying in Remote Communities -- Introduction -- Background -- Commonly Identified Challenges -- Methodology -- Findings -- Technical Access -- Community-Based Technical Facilities -- Mobile Phones -- Facebook -- Technical Skills and Knowledge -- Mixed Platforms for Information Delivery -- Targeted Approaches to Enhancing Computer Use -- Enhanced Onsite Training to Enhance Specific Regional Indigenous Learning Styles -- Students' Roles in Family and Community -- Outreach and In-Community Support -- The Role of ITAS -- Pedagogy, Curriculum and Teaching and Learning Design -- Importance of Blocks/Residential Programs -- Travel and Accommodation Issues -- Learning Styles -- Online Pedagogy -- Timely and Meaningful Feedback -- Conclusion -- Appendix -- References -- Chapter 14: The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education -- Introduction -- Enabling Programs: General Purpose and Design -- Enabling Programs: Relevance to Indigenous Participation in Higher Education -- Approach to Study -- Scope and Delivery of Indigenous Enabling Programs in Australian Higher Education -- Post-Enabling Higher Education Success of Indigenous Students -- Volume -- Retention and Success Rates -- Findings and Implications -- References -- Chapter 15: 'Red Dirt' Schools and Pathways into Higher Education -- Introduction -- Literature -- Educational Success and Failure in Remote Schools -- Theoretical Perspectives and Views of Success -- Pathways and Aspirations in Remote Communities -- Boarding Schools as a Shortcut in the Pathway -- Remote Education Systems Project Overview -- Methods -- Research Questions -- Findings: What Is Education for?.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Findings: How Aspirations Are Built in Remote Community Schools.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Larkin, Steve.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Smith, James A.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Frawley, Jack</subfield><subfield code="t">Indigenous Pathways, Transitions and Participation in Higher Education</subfield><subfield code="d">Singapore : Springer Singapore Pte. Limited,c2017</subfield><subfield code="z">9789811040610</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422732</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |