‘We are history in the making and we are walking together to change things for the better’: Exploring the flows and ripples of learning in a mentoring programme for indigenous young people

O’Shea, S; McMahon, S; Priestly, A; Bodkin-Andrews, G; Harwood, V

‘We are history in the making and we are walking together to change things for the better’: Exploring the flows and ripples of learning in a mentoring programme for indigenous young people

O’Shea, S McMahon, S Priestly, A Bodkin-Andrews, G

Harwood, V

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Publication Type:: Journal Article
Citation:: Education as Change, 2016, 20 (1), pp. 59 - 84
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	O’Shea, S	en_US
dc.contributor.author	McMahon, S	en_US
dc.contributor.author	Priestly, A	en_US
dc.contributor.author	Bodkin-Andrews, G https://orcid.org/0000-0002-6920-6117	en_US
dc.contributor.author	Harwood, V	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Education as Change, 2016, 20 (1), pp. 59 - 84	en_US
dc.identifier.issn	1682-3206	en_US
dc.identifier.uri	http://hdl.handle.net/10453/99275
dc.description.abstract	© 2016 The Author(s). This article explores the unique mentoring model that the Australian Indigenous Mentoring Experience (AIME) has established to assist Australian Indigenous young people succeed educationally. AIME can be described as a structured educational mentoring programme, which recruits university students to mentor Indigenous high school students. The success of the programme is unequivocal, with the AIME Indigenous mentees completing high school and the transition to further education and employment at higher rates than their non-AIME Indigenous counterparts. This article reports on a study that sought to deeply explore the particular approach to mentoring that AIME adopts. The study drew upon interviews, observations and surveys with AIME staff, mentees and mentors, and the focus in this article is on the surveys completed by the university mentors involved in the programme. Overall, there seems to be a discernible mutual reciprocity inherent in the learning outcomes of this mentoring programme; the mentors are learning along with the mentees. The article seeks to consider how AIME mentors reflect upon their learning in this programme and also how this pedagogic potential has been facilitated.	en_US
dc.relation.ispartof	Education as Change	en_US
dc.relation.isbasedon	10.17159/1947-9417/2016/558	en_US
dc.title	‘We are history in the making and we are walking together to change things for the better’: Exploring the flows and ripples of learning in a mentoring programme for indigenous young people	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	20	en_US
utslib.for	1303 Specialist Studies in Education	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/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

© 2016 The Author(s). This article explores the unique mentoring model that the Australian Indigenous Mentoring Experience (AIME) has established to assist Australian Indigenous young people succeed educationally. AIME can be described as a structured educational mentoring programme, which recruits university students to mentor Indigenous high school students. The success of the programme is unequivocal, with the AIME Indigenous mentees completing high school and the transition to further education and employment at higher rates than their non-AIME Indigenous counterparts. This article reports on a study that sought to deeply explore the particular approach to mentoring that AIME adopts. The study drew upon interviews, observations and surveys with AIME staff, mentees and mentors, and the focus in this article is on the surveys completed by the university mentors involved in the programme. Overall, there seems to be a discernible mutual reciprocity inherent in the learning outcomes of this mentoring programme; the mentors are learning along with the mentees. The article seeks to consider how AIME mentors reflect upon their learning in this programme and also how this pedagogic potential has been facilitated.

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http://hdl.handle.net/10453/99275