Aboriginal Nation
A strong Kimberley tertiary education narrative
Bibliographic Data
| ID | 18979235 |
|---|---|
| Authors | Sandra Wooltorton (0000-0001-8677-870X, The University of Notre Dame Australia, corresponding author), J Guenther (0000-0002-0080-1698, Batchelor Institute of Indigenous Tertiary Education), Judith Wilks (0000-0002-4725-8741, Southern Cross University), Anna Dwyer (0000-0003-4169-3096, The University of Notre Dame Australia) |
| Year | 2022 |
| Volume | 51 |
| Issue | 1 |
| Publication date | 2022-07-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Indigenous Education (JOURNAL) |
| Journal identifiers | ISSN: 1326-0111 • E-ISSN: 2049-7784 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.55146/ajie.2022.45 |
| OpenAlex | W4288056078 |
| Language | EN |
| References cited | 20 |
Our past shapes our present. However, do Australian universities understand the ways historical discourses continue to shape them? Provoked by the findings of our empirical study implemented in Western Australia’s Kimberley region in 2018-2019, we conducted a critical text analysis of recent and past policies to seek historical explanation. As a research team, we noted a demand on behalf of Aboriginal activists to shift from the discourse of ‘problem’ to ‘nationhood’, during the first launch of the Aboriginal flag at the Aboriginal Tent Embassy in 1972. However, in our study we observed the ‘problem’ vocabulary lives on, impacting remote Aboriginal tertiary education through its deficit discourse and ‘gap language’. In this paper, we show how the future for remote Aboriginal tertiary education sits within our everyday narratives and explanations. It is to recognise Aboriginal knowledges, strengths, contribution and experience, or remain trapped by the deficit discourses of a colonial era. A strengths-based discourse acknowledges that Aboriginal people living in remote communities have the capacity, knowledge and ‘know-how’ to engage with tertiary education in culturally secure ways. Remote Aboriginal tertiary education could show the way to genuine socio-political transformation in Australia; and the Kimberley could lead this process
Colonialism · Higher education · Linguistics · Literacy · Mathematics education · Media studies · Narrative · Pedagogy · Political science · Politics · Social science · Sociology · Tertiary level · Educator Training and Historical Pedagogy · Gender Studies · Indigenous Health, Education, and Rights · Law · Psychology
Neoliberal Indigenous Policy
Wild Policy
Reclaiming aboriginal knowledge at the cultural interface
Prospects for ‘Closing the Gap’ in Socioeconomic Outcomes for Indigenous Australians
Aboriginal student engagement and success in Kimberley tertiary education
The legacy of racism and Indigenous Australian identity within education
Unsettling truths
Freedom Ride
Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern
A Global De-colonial Praxis of Sustainability - Undoing Epistemic Violences between Indigenous peoples and those no longer Indigenous to Place
Difficult Dialogues in the South
Red Dirt Thinking on Educational Disadvantage
Red Dirt Thinking on Aspiration and Success
| Citation velocity | historical |
|---|---|
| Highly cited | No |