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

Coates, SK; Trudgett, M; Page, S

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

Coates, SK Trudgett, M

Page, S

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Publisher:: The University of Queensland
Publication Type:: Journal Article
Citation:: Australian Journal of Indigenous Education, 2021, 50, (2), pp. 215-221
Issue Date:: 2021-12-08

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Field	Value	Language
dc.contributor.author	Coates, SK
dc.contributor.author	Trudgett, M https://orcid.org/0000-0001-6022-0169
dc.contributor.author	Page, S https://orcid.org/0000-0003-4697-3716
dc.date.accessioned	2022-09-19T23:23:42Z
dc.date.available	2022-09-19T23:23:42Z
dc.date.issued	2021-12-08
dc.identifier.citation	Australian Journal of Indigenous Education, 2021, 50, (2), pp. 215-221
dc.identifier.issn	1326-0111
dc.identifier.issn	2049-7784
dc.identifier.uri	http://hdl.handle.net/10453/161906
dc.description.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).
dc.language	en
dc.publisher	The University of Queensland
dc.relation	http://purl.org/au-research/grants/arc/IN180100026
dc.relation.ispartof	Australian Journal of Indigenous Education
dc.relation.isbasedon	10.1017/jie.2019.30
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1608 Sociology
dc.title	Indigenous higher education sector: The evolution of recognised Indigenous Leaders within Australian Universities
dc.type	Journal Article
utslib.citation.volume	50
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1608 Sociology
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/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	open_access	*
dc.date.updated	2022-09-19T23:23:41Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	50
utslib.citation.issue	2

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).

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http://hdl.handle.net/10453/161906