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1.
ABSTRACT

Learning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy.  相似文献   

2.
ABSTRACT

In the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed – and continues to suppress – Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author’s own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending – and bending – of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces.  相似文献   

3.
Academics of Aboriginal and/or Torres Strait Islander descent are few in number but play a vital role in Australian university teaching. In addition to teaching both Indigenous and non-Indigenous students, they interact with academic colleagues in a context where pressures to “Indigenize” Australian curricula and increase Indigenous enrolments are growing. In this article, we will draw on our nation-wide research with Indigenous academics to further explore this under-researched area of Australian university teaching, and the highs and lows of how Indigenous teachers experience their roles. Our findings reveal that for our Indigenous colleagues, sources of personal and professional satisfaction – as well as stress – appear qualitatively different from those commonly associated with academic work. Of particular concern are the findings in relation to issues of cultural difference on our campuses, played out in the ways Indigenous and non-Indigenous staff and students interact daily. Counterbalancing this potential negativity is the strong, indeed inspiring, commitment on the part of our Indigenous academic participants to the educational futures of their students, and thus, to the futures of Indigenous communities across Australia. The findings raise some thought-provoking questions for individuals and institutions in the higher education systems of our region, and perhaps beyond.  相似文献   

4.
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship.  相似文献   

5.
This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.  相似文献   

6.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

7.
Increasing global competition for students has witnessed an ever more rapid internationalisation of higher education. In the case of the UK, there has been a major influx of Chinese students to British universities since the launch of the British Government's long-term worldwide educational campaign in 1999. Drawing upon evidence from an extensive review of the literature on the internationalisation of higher education, this article will explore variations in Chinese students' intercultural adaptation to the British higher education environment. Discussion of their experiences will be based upon a synthesis of findings of three studies, led by the author, investigating the pedagogical, sociocultural and psychological challenges that they have encountered when studying in British universities.
Evidence from these studies suggests that despite various challenges and struggles, most students have managed to survive the demands of the learning and the living environment and to adapt and develop. Analysis of their learning experiences suggests that this learning process spans a developmental continuum involving the students in overcoming emotional tensions arising from changes in their cognition, their sense of identity and sociocultural values. A holistic and developmental perspective is thus required to understand changes in students' perceptions and values as part of their wider adaptation to the academic conventions of their host countries. The findings will make an original contribution to understandings of the impact of the internationalisation of higher education on individuals' learning, change and development.  相似文献   

8.
ABSTRACT

Although there is a substantial literature critical of the colonising discourses of higher education in both teaching and learning and research, there has been relatively little commentary about work integrated learning (WIL) from an Indigenous perspective. Currently, the higher education discourse of WIL is dominated by a teaching and learning perspective, which focuses almost entirely on the benefits to the student and/or the educational institution. This leaves the Indigenous community experience invisible and continues to reinforce a neo-colonial relationship between higher education providers and Indigenous people. This article reports the findings of a study undertaken in partnership with the Aboriginal community of Cherbourg in Queensland, Australia, which sought to understand the community experience of students undertaking WIL within Cherbourg. Twenty yarns, undertaken by a research assistant employed from the community, provided the basis for identifying key meanings and requirements of the community in their hosting of higher education students. The recent experience of students by the community was found to be positive with reciprocity, openness and practical benefit over time being central concerns. The study concludes that WIL with Indigenous agencies and communities requires decolonising, temporal and relational frames to be employed in the process of negotiating the purpose and processes of higher education student engagement.  相似文献   

9.
Unacceptable inequity in health status between Indigenous and non-Indigenous Australians remains despite much work in the area. The imperative for graduating health professionals capable and ready to work with urban and rural Indigenous communities has led to a focus on curriculum development, but less focus has thus far been applied to academic staff capability to deliver the content. We surveyed academic staff at a large multi-campus Australian university on their practices and attitudes towards teaching Indigenous content in health professional programs. Indigenous and non-Indigenous academic staff were surveyed online about whether Indigenous content was included in the curricula they taught; whether they felt confident and capable of delivering curricula related to Indigenous issues; what challenges they found in including Indigenous content; and what, if any, supports and resources they felt were needed. Sixty-three per cent of respondents said that they included Indigenous content in their curricula, but 43% said that they did not access Indigenous resources; 60% reported feeling awkward, unsure or avoided teaching Indigenous content; most (74%) were comfortable teaching discipline-specific content to Indigenous students but only 26% felt comfortable teaching Indigenous content to Indigenous students. The findings reflect a level of discomfort experienced by some academic staff when teaching Indigenous content in health professional degrees. Reasons for this include being worried they would make mistakes, not knowing what to teach and finding it ‘too hard’. We suggest that three levels of action are required within universities to address this discomfort in academic staff: (i) provide a rationale (‘why’ teach Indigenous content); (ii) develop a plan (‘where’ and ‘what’ Indigenous content to teach) and (iii) develop capability in academic staff regarding ‘how’ to teach Indigenous content.  相似文献   

10.
In order to address the disparity of American Indian/Alaska Native (AI/AN) doctorates in science, technology, engineering, and math (STEM), culturally congruent mentorship program development is needed. Because traditional Western academic paradigms are typically constrained to a non-Indigenous perspective, the authors question how American Indian graduate students in STEM can successfully navigate graduate education with their cultural identity intact. Our review and synthesis of the literature addresses this question by considering 60 data sources that include peer-reviewed articles, personal communication with professionals working in the field of AI/AN academic success, and professional training literature. Our synthesis demonstrates that there is a dearth of Indigenous participation in the STEM fields that needs to be addressed by instituting a bicultural paradigm. This paradigm includes incorporating traditional academic mentoring into Indigenous values and kinship structures. A conceptual model is offered that delineates information necessary to conceptualize and develop an Indigenous mentoring program.  相似文献   

11.
Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献   

12.
Indigenous Australians are highly disadvantaged educationally and on all socioeconomic indicators, but graduating from university largely closes this gap. However, despite clear examples of Indigenous success, little research has focused on the drivers of success of high-achieving Indigenous students to emulate their success. Thus, the explicit purpose of our study is to identify psychological drivers of Indigenous academic success for high-achieving students and compare these to those of high-achieving nonIndigenous students. To accomplish this purpose, we test the reciprocal effects model (REM) of self-concept and achievement for high-achieving Indigenous students (N = 493) and matched nonIndigenous students (N = 586) in primary and secondary schools. Academic achievement and self-concept were reciprocally related over three annual time waves, supporting the REM for high-achieving Indigenous and nonIndigenous students. Furthermore, results were invariant over two within-person facets (time and content-domain—math vs. English) and two between-person facets (Indigenous vs. nonIndigenous, and primary vs. secondary students). The results have important policy/practice implications for the drivers of success for high-achieving Indigenous students, education of high-achieving students more generally, and self-concept theory and research.  相似文献   

13.
There is a limited literature on academic failure in higher education despite the fact that failure is a common experience among undergraduates. Student and course characteristics were examined in relation to proportions of fail grades assigned in a Faculty of Arts. Concerns had been expressed that combinations of two grades, F (failure to reach a satisfactory standard) and FNS (failure to submit assessment work), resulted in high fail rates. Regression analyses indicated that students assigned higher proportions of fail grades tended to be male, Indigenous, younger, had lower entry scores, had deferred fees, were not full‐time day students, lived at home, and had histories of incomplete studies. However, university entrance score was the strongest predictor of F, while being male and deferring payment of fees were the strongest predictors of FNS. Variations in awarding types and levels of fail grades were evident between schools in the faculty, indicating different grading practices. The findings suggest that personal and institutional factors interacted to increase the risk of academic failure for these students.  相似文献   

14.
In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education.  相似文献   

15.
Over the last decade, there has been a steady increase in the number of Indigenous graduate research students in Australia, yet research and pedagogy has not kept pace with changes underway in the sector. From an extensive search of literature published between 2000 and 2017, 15 papers (representing 10 research projects conducted by seven teams or authors) were identified that addressed Indigenous graduate research student experience. Overall, the literature tends to focus on identifying barriers to completion, noting in particular the impact of financial difficulties, social isolation and racism. A research degree is a key site for the assertion and legitimation of Indigenous knowledges, and it is here that Indigenous students are navigating tensions between legitimated disciplinary practices of the centre and the peripheral status of Indigenous knowledges. We, therefore, adopt Herbert's ‘centre–periphery’ model to interpret the research, arguing that this framework explains the focus on barriers, the neglect of pedagogy centred on academic excellence and student strengths, and research relationships between students and Indigenous communities. Our review identifies the need for a systematic research agenda specifically focused on Indigenous student success at the graduate research level, and looking internationally in order to assess the performance and strategies of Australian higher education providers in comparison to international institutions meeting the aims of First Nations research communities. This approach, we suggest, should move beyond an analysis of the nature of enablers and barriers to focus on Indigenous Higher Degree by Research success.  相似文献   

16.
随着社会主义市场经济的进一步发展和经济全球化进程的深化,社会对学生的英语水平提出了更高的要求。高校大学生不仅要具备良好的专业素质,更是要具备良好的综合能力,这就要求高校教师在英语教学过程中要革新教育理念,创新教学方法,培养学生对英语语言的综合运用能力。本文在分析当前高校英语教学现状及存在问题的基础上,探讨了高校英语教学应该如何进行教学方法创新,促进学生英语综合能力的提高。  相似文献   

17.
In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future.  相似文献   

18.
Indigenous Australian postgraduate students experience different barriers from those encountered by non-Indigenous students. In the transition from undergraduate to postgraduate study, Indigenous students are more likely to come from disadvantaged socioeconomic backgrounds, have lower personal incomes and lack family and other networks supportive of engagement with tertiary, and especially postgraduate, study. While there is a growing literature on Indigenous participation in higher education, with the exception of a few notable examples, there is little known about the effectiveness of support mechanisms and issues for Indigenous students undertaking postgraduate study. Drawing on interviews with current and past Indigenous postgraduate students at The University of Queensland, this paper problematises the postgraduate experience for Indigenous Australian students, identifying common themes in their accounts. It also discusses one of the outcomes of the project along with planned future developments that aim to provide better support for Indigenous Australian postgraduate students at The University of Queensland. By knowing and acting upon the kinds of mechanisms that can assist Indigenous postgraduate students, the disparity between Indigenous and non-Indigenous student participation in postgraduate study can begin to be addressed.  相似文献   

19.
ABSTRACT

This research project examines experiences at the University of Winnipeg in facilitating land-based pedagogical (LBP) courses to ascertain the potential of land-based learning in strengthening students’ connection with Indigenous ways of knowing in Manitoba. The overarching aim of the research was to create empirical support for building bridges among the pedagogical approaches of land-based learning, two-eyed seeing, and transformative learning as a strategy for promoting transformative third space through land-based education programs. Transformative third space is utilized to conceptualize the process of weaving together Indigenous knowledges and academic knowledge to encourage intercultural dialogue and perceptual shifts in students’ understanding of Indigenous ways of knowing.  相似文献   

20.
This study uses the Peruvian Young Lives International Study of Childhood Poverty's School Level data to investigate the effect of Quechua-medium instruction on academic achievement. We find that Indigenous children who attend Quechua-medium schools achieve 0.429 standard deviations higher scores in mathematics compared to Indigenous children who attend Spanish-medium schools. There is no evidence that these effects are caused by quantitative or language achievement acquired prior to entering school. Our findings suggest that Quechua-medium education for children of Quechua speaking parents may play a role in ameliorating the Indigenous test score gap.  相似文献   

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