Abstract
Educational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and nonIndigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin & Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education (such as Indigenous communities), many of these undertakings fail to adequately articulate and consider the importance of cultural factors and how such realities form a unique foundation with respect to Indigenous educational policy and development options. In addressing this shortcoming, this paper explores critical, community capacity building and community empowerment strategies that may inform policies and programmes for the reduction of educational disparities, increasing Indigenous student participation in higher education and promoting Indigenousled educational initiatives. As such, this exploratory study highlights a number of emergent themes derived by community representatives, including both Indigenous Aboriginal and Torres Strait Islanders, and nonIndigenous participants, during a series of focus group discussions.
Highlights
D iscourse on the challenges and perceived solutions within the field of Indigenous education have been considered since the 1960s (Penman, 2006)
As highlighted by Christie (2006, p. 79), the key challenge remains: how does one build bridges between the Western scientific and disciplinary knowledge and the Indigenous ‘responsive, active eco–logical’ knowledge that views ‘language, land, and identity as interdependent in a unique way and constantly renewed and reconfigured?’. These linkages appear highly relevant in an Australian context, as Australian Aboriginal and Torres Strait Islander oral history is often dismissed as an unequal historical authority compared to the written word (Blacklock, 2009)
Where much literature exists as to the lack of participation for Indigenous populations to tertiary or higher education, this current study found some very basic and simple questions had not been pursued within the broader research agenda
Summary
D iscourse on the challenges and perceived solutions within the field of Indigenous education have been considered since the 1960s (Penman, 2006). There are inherent dangers to the assumption that Aboriginal and Torres Strait Islander populations see institutions of higher education as accessible in the first instance It was expressed, through the focus groups, that apprehension exists in working with or going to ‘the uni’ (which is further discussed in Aseron, Greymorning, Miller & Wilde, 2013). 79), the key challenge remains: how does one build bridges between the Western scientific and disciplinary knowledge and the Indigenous ‘responsive, active eco–logical’ knowledge that views ‘language, land, and identity as interdependent in a unique way and constantly renewed and reconfigured?’ These linkages appear highly relevant in an Australian context, as Australian Aboriginal and Torres Strait Islander oral history is often dismissed as an unequal historical authority compared to the written word (Blacklock, 2009). This is hardly surprising, given that historical depictions of Aboriginality have largely been written by non–Indigenous historians and writers; whilst the unique perspectives of Australian Indigenous historians are still only emerging (Blacklock, 2009)
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