Exploring an Indigenous graduate attribute project through a critical race theory lens

Page, S; Trudgett, M; Bodkin-Andrews, G

Exploring an Indigenous graduate attribute project through a critical race theory lens

Page, S

Trudgett, M

Bodkin-Andrews, G

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Publisher:: HERDSA
Publication Type:: Conference Proceeding
Citation:: Research and Development in Higher Education: The Shape of Higher Education, 2016, 39 pp. 258 - 267
Issue Date:: 2016

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Field	Value	Language
dc.contributor.author	Page, S https://orcid.org/0000-0003-4697-3716	en_US
dc.contributor.author	Trudgett, M https://orcid.org/0000-0001-6022-0169	en_US
dc.contributor.author	Bodkin-Andrews, G https://orcid.org/0000-0002-6920-6117	en_US
dc.date	2016-07-05	en_US
dc.date.issued	2016	en_US
dc.identifier.citation	Research and Development in Higher Education: The Shape of Higher Education, 2016, 39 pp. 258 - 267	en_US
dc.identifier.isbn	978-0-908557-96-7	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120296
dc.description.abstract	Graduate attributes are a mechanism not only for developing employability skills, but also for fostering graduate abilities to be productive contributors to social change. There is growing recognition that university graduates can and should contribute to enhancing outcomes for Aboriginal and Torres Strait Islander Australians signaling the need for dedicated Indigenous curriculum for all university students. Consider the transformative possibilities of significant numbers of graduates empowered to work effectively in partnership with Indigenous Australians. In 2014 almost 10,000 students graduated from the University of Technology Sydney (UTS). Reflecting the organisational culture, graduate attributes also illustrate the values of an institution. In 2014, responding to the Behrendt Review of Higher Education Access and Outcomes of Aboriginal and Torres Strait Islander People (2012) call for whole of university approaches, UTS approved the development of an Indigenous Graduate Attribute (IGA) Framework for all university courses. Recognising that resources would be required to support the implementation of such an ambitious project, a proposal was made to establish an Indigenous academic expertise centre to support the implementation of IGAs in all courses. In this paper the Aboriginal academic staff leading the IGA project will draw on Critical Race Theory (CRT), including the work of Ladson-Billings, to reflect on our experiences in the first year of the project. We use CRT to highlight the ways in which institutions might work with Indigenous academics to optimise the success of complex projects such as the UTS Indigenous Graduate Attribute project.	en_US
dc.publisher	HERDSA	en_US
dc.relation.ispartof	Research and Development in Higher Education: The Shape of Higher Education	en_US
dc.relation.ispartof	Higher Education Research and Development Society of Australasia Annual International Conference	en_US
dc.title	Exploring an Indigenous graduate attribute project through a critical race theory lens	en_US
dc.type	Conference Proceeding
utslib.citation.volume	39	en_US
utslib.location	Australia	en_US
utslib.location.activity	Fremantle, Perth	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2016-07-07	en_US
pubs.place-of-publication	Australia	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2016-07-05	en_US
pubs.volume	39	en_US

Abstract:

Graduate attributes are a mechanism not only for developing employability skills, but also for fostering graduate abilities to be productive contributors to social change. There is growing recognition that university graduates can and should contribute to enhancing outcomes for Aboriginal and Torres Strait Islander Australians signaling the need for dedicated Indigenous curriculum for all university students. Consider the transformative possibilities of significant numbers of graduates empowered to work effectively in partnership with Indigenous Australians. In 2014 almost 10,000 students graduated from the University of Technology Sydney (UTS). Reflecting the organisational culture, graduate attributes also illustrate the values of an institution. In 2014, responding to the Behrendt Review of Higher Education Access and Outcomes of Aboriginal and Torres Strait Islander People (2012) call for whole of university approaches, UTS approved the development of an Indigenous Graduate Attribute (IGA) Framework for all university courses. Recognising that resources would be required to support the implementation of such an ambitious project, a proposal was made to establish an Indigenous academic expertise centre to support the implementation of IGAs in all courses. In this paper the Aboriginal academic staff leading the IGA project will draw on Critical Race Theory (CRT), including the work of Ladson-Billings, to reflect on our experiences in the first year of the project. We use CRT to highlight the ways in which institutions might work with Indigenous academics to optimise the success of complex projects such as the UTS Indigenous Graduate Attribute project.

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http://hdl.handle.net/10453/120296