Tracy Woodroffe
Datos Biográficos
| ID | 820406 |
|---|---|
| NOMBRE | Tracy Woodroffe |
| NOMBRES | Tracy |
| APELLIDO | Woodroffe |
| FIRMA | WOODROFFE T |
| AFILIACIONES | Charles Darwin University |
| ORCID | 0000-0001-6553-487X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
More Aboriginal teachers are needed now
This article describes a 2024 Australian Centre for Student Equity and Success First Nations Fellowship twelve-month research project about promoting teaching as a career to Aboriginal people. The innovation was to ask Aboriginal people how to best promote teaching and utilised Aboriginal voices and perspectives in the creation of promotional materials. The knowledge created could inform how Australian education departments and teacher education …
Indigenous Voices: Short Stories by Taiwanese Writers’ by Walis Nokan & Gan Yao-Ming
Success and University for Indigenous students: A review of Higher Education in Australia
This paper examines how well Higher Education (HE) meets the aspirations of Indigenous people in Australia, especially as reflected in the public policy discourse and its measurements of success. Through a literature review, the paper analyses current public policy and experiences of Indigenous students to identify the extent to which the HE system meets the needs of Indigenous people, especially those from remote areas. From a critical examinati…
Transition From Primary to Secondary School: Igniting Attendance and Engagement Among Aboriginal and Torres Strait Islander Students Through National Policy Reform
Australia's Closing the Gap reform aims to address disparities experienced by Aboriginal and Torres Strait Islander peoples. There are specific targets focussed on key educational transitions; yet, the transition to secondary education is not a targeted priority. This is surprising given that this transition point is one in which student disengagement is notably high generally, and for Aboriginal and Torres Strait Islander students, intensified b…
A differentiated approach to Indigenous pedagogies: Addressing gaps in teachers’ knowledge
Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, ‘Indigenous’ will be used when referring to First Nations and Aboriginal and Torres Strait Islander people…
Indigenous Australians' experiences during Covid-19 pandemic in the Greater Darwin Region
This article presents a study on the experiences of Indigenous Australians living in the Greater Darwin Region in the Northern Territory during the COVID-19 pandemic. The main aim is to understand the impacts of the pandemic on various aspects of the lives of Indigenous Australians. A survey with open-ended questions was distributed during the period of May to December 2021 to potential participants and responses were collected either face-to-fac…
Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia
Policy analysis can be useful for learning about ‘what works’ in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how t…
Success’ in Indigenous higher education policy in the Northern Territory, Australia: Reclaiming purpose for power
The concept of policy ‘success’ has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northe…
Presentation Feedback as an Indigenous methodology
This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered complementary to other methodologies such as Indigenous women’s standpoint theory and shared epistemology and is explained in this article as culture-specific, adding to the existing knowledge in the field of Indigenous ways of knowing. The Presentation…
Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia
‘The numbers speak for themselves’ is a phrase often linked to statistics supporting claims about the success (or otherwise) of policies. Quantitative data are usually viewed as objective and somehow exempt from the same critique that qualitative data faces. QuantCrit theory challenges these assumptions by considering how structural racism impacts on the use of statistics in research and evaluation. This paper applies QuantCrit to the Indigenous …
Improving Indigenous student outcomes through improved teacher education: The views of Indigenous educators
This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide …
Exploring definitions of success in Northern Territory Indigenous higher education policy
This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on…
Exploring definitions of success in Northern Territory Indigenous higher education policy
This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on…
Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia
‘The numbers speak for themselves’ is a phrase often linked to statistics supporting claims about the success (or otherwise) of policies. Quantitative data are usually viewed as objective and somehow exempt from the same critique that qualitative data faces. QuantCrit theory challenges these assumptions by considering how structural racism impacts on the use of statistics in research and evaluation. This paper applies QuantCrit to the Indigenous …
Success’ in Indigenous higher education policy in the Northern Territory, Australia: Reclaiming purpose for power
The concept of policy ‘success’ has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northe…
Improving Indigenous student outcomes through improved teacher education: The views of Indigenous educators
This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide …
Exploring definitions of success in Northern Territory Indigenous higher education policy
This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on…
Presentation Feedback as an Indigenous methodology
This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered complementary to other methodologies such as Indigenous women’s standpoint theory and shared epistemology and is explained in this article as culture-specific, adding to the existing knowledge in the field of Indigenous ways of knowing. The Presentation…
Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia
‘The numbers speak for themselves’ is a phrase often linked to statistics supporting claims about the success (or otherwise) of policies. Quantitative data are usually viewed as objective and somehow exempt from the same critique that qualitative data faces. QuantCrit theory challenges these assumptions by considering how structural racism impacts on the use of statistics in research and evaluation. This paper applies QuantCrit to the Indigenous …
Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia
Policy analysis can be useful for learning about ‘what works’ in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how t…
Success’ in Indigenous higher education policy in the Northern Territory, Australia: Reclaiming purpose for power
The concept of policy ‘success’ has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northe…
A differentiated approach to Indigenous pedagogies: Addressing gaps in teachers’ knowledge
Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, ‘Indigenous’ will be used when referring to First Nations and Aboriginal and Torres Strait Islander people…
Indigenous Australians' experiences during Covid-19 pandemic in the Greater Darwin Region
This article presents a study on the experiences of Indigenous Australians living in the Greater Darwin Region in the Northern Territory during the COVID-19 pandemic. The main aim is to understand the impacts of the pandemic on various aspects of the lives of Indigenous Australians. A survey with open-ended questions was distributed during the period of May to December 2021 to potential participants and responses were collected either face-to-fac…
Success and University for Indigenous students: A review of Higher Education in Australia
This paper examines how well Higher Education (HE) meets the aspirations of Indigenous people in Australia, especially as reflected in the public policy discourse and its measurements of success. Through a literature review, the paper analyses current public policy and experiences of Indigenous students to identify the extent to which the HE system meets the needs of Indigenous people, especially those from remote areas. From a critical examinati…
Transition From Primary to Secondary School: Igniting Attendance and Engagement Among Aboriginal and Torres Strait Islander Students Through National Policy Reform
Australia's Closing the Gap reform aims to address disparities experienced by Aboriginal and Torres Strait Islander peoples. There are specific targets focussed on key educational transitions; yet, the transition to secondary education is not a targeted priority. This is surprising given that this transition point is one in which student disengagement is notably high generally, and for Aboriginal and Torres Strait Islander students, intensified b…
More Aboriginal teachers are needed now
This article describes a 2024 Australian Centre for Student Equity and Success First Nations Fellowship twelve-month research project about promoting teaching as a career to Aboriginal people. The innovation was to ask Aboriginal people how to best promote teaching and utilised Aboriginal voices and perspectives in the creation of promotional materials. The knowledge created could inform how Australian education departments and teacher education …
Indigenous Voices: Short Stories by Taiwanese Writers’ by Walis Nokan & Gan Yao-Ming
Indigenous (9 obras) · Sociology (9 obras) · Indigenous Education (7 obras) · Indigenous Health, Education, and Rights (7 obras) · Higher education (6 obras) · Political science (6 obras) · Indigenous and Place-Based Education (5 obras) · Education policy (4 obras) · Policy analysis (4 obras) · Public Administration (4 obras)