.

0 (hodnocen0 x )

EB

ONLINE

Singapore : Springer Singapore Pte. Limited, 2017

1 online resource (295 pages)

ISBN 9789811040627 (electronic bk.)

ISBN 9789811040610

Print version: Frawley, Jack Indigenous Pathways, Transitions and Participation in Higher Education Singapore : Springer Singapore Pte. Limited,c2017 ISBN 9789811040610

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.

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 ---

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 ---

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 ---

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.

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 ---

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 ---

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.

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 ---

Approach -- Results and Discussion -- Pathways: Stumbling in -- Transition: I Know What I Wanted to Say.

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 ---

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 ---

Literature and Theory Guiding the Study -- Grandmothers’ Experiences and Stories -- Theoretical Framework: Family Education Model -- Methodology.

Remote Education Systems Project Overview -- Methods -- Research Questions -- Findings: What Is Education for?.

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 ---

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 ---

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 ---

Findings: How Aspirations Are Built in Remote Community Schools.

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.

001895154

express

(Au-PeEL)EBL6422732

(MiAaPQ)EBC6422732

(OCoLC)992468687