Academic ‘place-making’: fostering attachment, belonging and identity for Indigenous students in Australian universities

Pedagogical approaches to teaching and adaptation of indigenous minority peoples of the North in higher educational institutions

“…A study dealing with regenerating signs of ethnocultural authenticity in the urban environment and their presence in social practices in the example of Northern Siberian indigenous minority youth concludes that an important role in regenerating the signs of ethnocultural authenticity in a metropolis is played by the young migrants' dislocation, who are distinguished by constant communication with their compatriots in the metropolis and annual trips to their "Lesser Motherland". When young people become distanced from such a context of communication, their identity is strongly exposed to and inclined towards the dominant national group 6 . Psychologists record that the present state of indigenous children's ethnic identity is characterized by a contradictory and uncertain nature.…”

“…Findings show that engaging native students in research experiences that prioritize the needs of belonging, mastery, independence, and generosity can be a successful means of fostering a positive learning environment, in which students feel like significant members of a research team, developed a greater understanding and appreciation of the role of science in education and its various applications to socially relevant issues. In their work, J. Carter, D. Hollinsworth, M. Raciti, K. Gilbey [6] also note relations with the teaching staff as a factor influencing the sense of belonging and identity of indigenous students. Students mainly stressed that flexibility and understanding of teachers and an individual approach to students are important for them.…”

Exploring Aboriginal Identity in Australia and Building Resilience

“…This digital story of place project has revealed Aboriginal names, language and history of place to encourage greater understanding of the islands' deep history. It also enables UTAS to foster attachment, belonging and identity for Indigenous students [43].…”

Community gets you through: Success factors contributing to the retention of Aboriginal and Torres Strait Islander Higher Degree by Research (HDR) students

“…There is a growing amount of research on Indigenous participation and retention in higher education at undergraduate level (e.g., Andersen, Bunda, & Walter, 2008;Barney, 2016;Carter, Hollinsworth, Raciti & Gilbey, 2018;DiGregorio, Farrington, & Page, 2000;Oliver, Rochecouste, & Grote, 2013) and at postgraduate level (e.g., Barney, 2013;Council of Australian Postgraduate Associations, 1997;Day, 2007;Elston et al, 2013;Page, Trudgett & Harrison., 2015;Trudgett, 2009Trudgett, , 2014Trudgett et al, 2016;Weir, 2000). Important work on Indigenous participation in higher education has also been led by Indigenous Australian scholars.…”