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Session E6: Tertiary education: enrolment, retention and post-graduate intake

1. G. Nalder  & R Neve: Urbanisation, knowledge sharing and cultural authority

Full paper | Audio | Video | Slideshow pdf 106KB

Abstract

Public sector funding policies toward end of the last millennium prioritised capital works for many sectors, in particular, higher education.  Implementation strategies resulted in the co-construction of new semi-urban ‘master planned communities’ and new satellite campuses of established urban universities in South East Queensland, connected by constantly upgrading mazes of motorways. The subsequent change in federal government from Liberal to Labor toward the end of the first decade of the new millennium brought a shift towards a more equitable society at ease with its shared culture. This new priority placed an imperative on many service providers - including universities - to work with First People communities to implement reconciliatory goals around access to knowledge.

These changes have moved the focus of university improvement initiatives towards rethinking the programs and courses they offer with a view to addressing the inherit bias towards Western knowledges. Achievement of these goals however is contingent upon the establishment of cultural authority. In urban and semi-urban contexts this involves a complex and lengthy process of negotiation - within community, and between community and institution. The sticking point in the process is the barrier of institutionalised disadvantage that is maintained through State Legislation that facilitates urbanisation by favouring destruction rather than preservation of Aboriginal and Torres Strait Islander culture. Our paper will articulate some of the results of inadequate dialogue with contemporary, local Indigenous communities and postulate strategies and protocols for engaging in constructive dialogue and genuinely respective partnership.

Author bios

Dr Glenda Nalder’s ancestral connections through her paternal grandmother are to the Ngugi people of Moorgumpin (Moreton Island) in the Quandamooka (Moreton Bay). She has academic qualifications in Visual and Media Arts and Teaching. Her art practice is concerned with the construction of virtual and actual public places for social and cultural exchange and learning. Her teaching practice encompasses pre-service teacher education (P-12) and adult and community education. Her research activities and contribution relevant to this proposal are from the field of community cultural development, cultural heritage protection, and community-based education. This work is undertaken at the direction of Community Elders and leaders, and with partner organizations, including state and local government authorities, in her residential and ancestral communities (Tweed Valley – far north coast NSW and North Stradbroke Island, Moreton Bay, SEQ).

Ms Rosalie Neve’s ancestral connections are to the Worimi, Biripai and Wunmurra peoples of the Manning River area of NSW. She has academic qualifications in Aboriginal Archaeology, Australian History and Aboriginal Studies. Her consultant practice is in the area of cultural heritage management and community partnership with government and service providers.  She has teaching practice in pre-service teacher education (K-12) and adult and community education.  Her research activities and contributions are in the field of community service satisfaction, collaborative cross sector partnership-building for meeting Indigenous community identified needs and local cultural heritage identification, documentation and management.

 

2. Robert Ah Wing: University for the urban Indigenous student

Full paper | Audio | Video | Slideshow pdf 1.5MB

Abstract

The purpose of the project (semester 2 - 2008) was to increase the numbers of students completed year 12 and addressing retention issues in schools and to increase the number of students applying for University studies in Brisbane, Ipswich or the Gold Coast. This project invited 182 Aboriginal and/or Torres Strait Islander High School students to participate in this program. 90% of the students involved in the visits had never been to a University before the program. There were 6 University visits and/or activities at a University. Students could attend more then one activity and/or University visit. The conference presentation will examine the selection of students to participate in the program. Also, advertising the program to schools and the work involve in seeking parental and school permission to take students outside of school. The presentation will also include: Feedback from the students; Student obtaining information and recording in their workbook; Results from the questionnaire (selection for participation in program); Parental involvement in program; Indigenous community involvement; School staff involvement; Community Elder involvement; Post visit and program completion feedback; How the visits at Universities were organised; The events of the visits to University. This program was seen as successful in giving students the opportunity to see first hand the connecting between completing school and attending University.

Author bio:

Robert Ah Wing was born at Mount Isa (Kalkatungu language people) and has grown up in Gladstone, Rockhampton and Mount Isa.  Robert has been involved in Indigenous Education since 1982 in both the TAFE sector and the Schooling sector.  Robert has been a teacher and a coordinator of Aboriginal Educational programs.  He has travelled to many locations in Queensland. Robert is currently studying at the University of Southern Queensland in the Doctor of Education (DEDU) – EdD course. 

3. L. Collard & S. Harben: The development of an applied theoretical framework for curriculum in Indigenous Studies – a Nyungar case study

Full paper | Audio | Video | Slideshow

Abstract

The issue of identity is central to Indigenous people. To describe the Nyungar, Koori, Mulba, Murri, Nunga, Pallawah, Wongi or Wyba as Aborigines or Indigenous Australians denies us our own diversity and identity within our own theoretical and applied epistemology. As Tindale (1974) identified, there are over 500 or more geopolitical language groups across Australia. Each of the language groups has their own identity, language, kinship systems, country, belief systems and religion.  Nyungar and other Indigenous social scientists need to write history from their own theoretical positions. It is no longer acceptable to ignore our own cultures and condone the colonial models of the Aborigine. As Nyungar researchers we began to reflect on the teaching of “Australian Aboriginals” and suggested to Murdoch University that a curriculum to teach Nyungar Studies be developed and taught as a Foundation Unit for the Kulbardi Aboriginal Tertiary  Entrance Course for Indigenous students.  This unit is KAC067.  The Unit KAC177 “Introduction to Nyungar Cultural Studies” is offered to all students at Murdoch University as a three point elective.

As Whadjuck, Balardong and Pindjarup Nyungar we have carried out our responsibility by acknowledging the variety and importance of our own regional and political identity be developing a theoretical framework for teaching Nyungar culture. 

Author bios:

Len Collard is a Whadjuk Ballardong man and Traditional owner from the metropolitan area of Western Australia. Len has an interest in south western Australian Indigenous History which focus’s on Nyungar culture.  Len is one of but a few Nyungar language writers, teachers, and speakers. Len has many lead teams of researchers that has conducted extensive studies and produced websites, reports, journal articles and chapters in books about history and Nyungar culture. Len has been a recipient of two Australian Research Council Grants and is enrolled in a PHd at Murdoch University.

Sandra Hrben is a Whadjuk Ballardong Nyungar woman from the southwest of Western Australia. She has an interest in Australian Indigenous History with a focus on Nyungar culture.  She has conducted extensive research and produced reports, journal articles and chapters in books about Nyungar culture.  Some of her projects have included making films in which she is acknowledged as the co-producer or scriptwriter and assisted in the development of the “Nidja Beeliar Boodjar” Murdoch University Website.   Her other work includes a literature review “Recording Traditional Knowledge”  for the Avon Catchment Council,  Noongar of the Beeliar (Video), Nyungar Tourism in the Southwest of Western Australia : A Case Study Analysis” and developed the  curriculum for the Kulbardi Aboriginal Centre at Murdoch University “Introduction to Nyungar Cultural Studies”. Sandra has a Bachelor of Arts from the University of Western Australia in Industrial Relations and Geography and minors in History and Anthropology.  She was also awarded the Aboriginal and Torres Strait Islander Overseas Study Award in 1996.  She undertook research work at the University of Illinois, USA and then continued her travels to South America, Europe and Asia as part of her cross cultural learning.