Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates' knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors' research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peermentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits involved finding that peer-mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.
While a literature review is a necessary milestone to be completed by all researchers in a timely and efficient manner, it is often one of the most difficult aspects of the research journey. Moreover, traditional approaches often leave novice researchers, to struggle with the conceptualisation of their literature review, now complicated by the overwhelming quantity of research available online. This paper presents a rationale the use of Qualitative Data Analysis Software (QDAS) programs for literature reviews. QDAS tools allow the researcher to explore large amounts of textual documents to see patterns. These programs are often overlooked by novice researchers due to their complexity and the lack of expertise provided to assist them. To combat this dilemma our paper outlines the N7+1 approach to using Nvivo11™ for literature reviews. Through this approach researchers can develop an “auditable footprint,” keep everything in one place, and go paperless.
The English classroom is a space in which issues of social justice can be explored through texts, using a critical literacy approach. Indigenous Australians have been subject to racist policies throughout postcolonial Australian history, and racist attitudes toward Australia's original inhabitants prevail. This article suggests that racism in the Australian Football League online discourse community can be addressed in the English classroom, as social media texts in this area provide rich illustration of the prevailing antisocial attitudes thriving both in this community and the broader Australian community. Informed by both critical literacy and transformative learning theory (TLT), this article proposes a learning experience to facilitate perspective transformation in a secondary classroom. This experience draws on TLT to construct an experience incorporating introspection, stimulating awareness, reflection, and action. This experience is proposed in the hope that reticence to directly challenge antisocial views in the classroom may be overcome.
In Australia, there are two dimensions to Indigenous education. The first and most widely discussed, is that of teaching Indigenous children and associated issues. The second is the teaching of Indigenous histories and cultures to all Australian children. This paper focuses on the teaching of Indigenous cultures and histories to non-Indigenous students by non-Indigenous teachers with a particular concern of education for Reconciliation. It explores how, and to what extent, schools are teaching Indigenous cultures and histories and the conceptualizations of Reconciliation. This in-depth case study revealed that there was real confusion in the two schools with regard to what is taught; how it is taught; who has responsibility; and what the nature of education for Reconciliation is about. However, the differences between the two schools suggest strongly that school culture, emanating from the Principal and the school's foundation, impact on the received curriculum which is not always as the curriculum of entitlement suggests or the intended curriculum expects.
The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument developed by Indigenous scholars at another Australian university, hence we also present construct validation of the instrument for the present sample. The project identified that students entered the units with positive attitudes towards Indigenous peoples and knowledges and found value in their learning. Students reported that the units facilitated authentic engagement with Indigenous standpoints even though some educators were non-Indigenous. Visible pedagogical and content decisions such as Indigenous leadership in the course, collaboration between Indigenous and non-Indigenous staff, professionally relevant learning opportunities, and engaging with Indigenous perspectives through assessment were all identified to be related to positive experiences of learning.
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