In October 2015, the Office of the Pro Vice-Chancellor Indigenous Leadership at Charles Darwin University hosted a National Forum on Indigenous pathways and transitions into higher education within the Australian Centre for Indigenous Knowledges and Education precinct in Darwin. This was funded by the Australian Government through the Higher Education Participation and Partnerships Program (HEPPP). The theme of the forum was 'Engagement at the interface: Indigenous pathways and transitions into higher education'. Some of the presentations were developed into chapters for this book and explicitly address Indigenous pathways, transition and participation in higher education. The majority of chapters relate to Australia, although some international contributions from both Canada and the USA are included. Issues raised by the authors are collated around four broad themes: (1) policy and systems; (2) engagement; (3) pathways; and (4) transitions, participation and success. The focus is pragmatic, drawing on evidence based on real-world experiences and chapters reflect the different approaches and strategies currently being adopted. The primary evidence base used throughout the book relates to lessons learned and outcomes achieved in Higher Education Participation and Partnerships Programs (HEPPP).
Edited excerpts from publication.
After an opening chapter from the editors entitled 'Indigenous pathways and transitions into higher education: an introduction', part two, 'Policy and policy issues', presents the following chapters: Understanding the nexus between equity and Indigenous higher education policy agendas in Australia / James A. Smith, Sue Trinidad, and Steve Larkin; What do we know about community engagement in Indigenous education contexts and how might this impact on pathways into higher education? / James A. Smith, Steve Larkin, Dean Yibarbuk, and John Guenther; A design and evaluation framework for indigenisation of Australian universities / Lester-Irabinna Rigney; Indigenous knowledges, graduate attributes and recognition of prior learning for advanced standing: tensions within the academy / Jack Frawley.
Part three, 'Practice, programs and future directions', contains: You've got to put your stamp on things: a rippling story of success / Robyn Ober and Jack Frawley; Canada's Indigenous peoples' access to post-secondary education: the spirit of the 'new buffalo' / Jacqueline Ottmann; Perspectives on enabling education for Indigenous students at three comprehensive universities in regional Australia / Bronwyn Fredericks, Susan Kinnear, Carolyn Daniels, Pamela Croft-Warcon, and Julie Mann; How we do business: setting the agenda for cultural competence at the University of Sydney / Juanita Sherwood and Gabrielle Russell-Mundine; Grandmothers' pedagogy: lessons for supporting native students' attendance at universities / Amanda R. Tachine; Tackling Indigenous incarceration through promoting engagement with higher education / Christopher Lee, Helen Farley, Jacinta Cox, and Stephen Seymour; Digital literacy and other factors influencing the success of online courses in remote Indigenous communities / Prabha Prayaga, Ellie Rennie, Ekaterina Pechenkina, and Arnhem Hunter; Promoting engagement and success at university through strengthening the online learning experiences of Indigenous students living and studying in remote communities / Judith Wilks, Katie Wilson, and Stephen Kinnane; The impact of enabling programs on Indigenous participation, success and retention in Australian higher education / Tim Pitman, Andrew Harvey, Jade McKay, Marcia Devlin, Sue Trinidad, and Matthew Brett; 'Red dirt' schools and pathways into higher education / John Guenther, Samantha Disbray, Tessa Benveniste, and Sam Osborne. The book concludes with a chapter from the editors entitled 'From policy to practice in higher education: cross-cutting issues in Indigenous pathways, transition and participation'.
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