Ain't no mountain high enough: perceived impact of Senior Indigenous Leadership on aspiring of Indigenous academics within Australian universities

Coates, Stacey Kim; Trudgett, Michelle; Page, Susan

doi:10.1080/13603124.2022.2068186

Cited by 4 publications

(1 citation statement)

References 25 publications

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“…My aim was to amplify their voices and undo the deafening silence (Fitzgerald, 2003) surrounding Indigenous women’s perspectives in educational leadership research and practice. While some research on Indigenous leadership in universities has emerged in other Euro-Western educational colonial contexts (Coates et al, 2023; Povey et al, 2021), there is little research focusing on Indigenous peoples in Canada and Indigenous women leaders’ experiences in particular. My research made visible the dangerous epistemic and political borders that Indigenous women leaders must engage with when taking on university administrative positions, and highlighted the need for Indigenous leaders, as part of their leadership work towards institutional change to resist the settler colonial academy through Indigenous refusals (Grande, 2018; Simpson, 2014; Tuck & Yang, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Indigenous refusals in educational leadership practices in Canadian universities

Brunette-Debassige

2023

AlterNative: An International Journal of Indigenous Peoples

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Since the Truth and Reconciliation Commission of Canada released 94 calls to action in 2015, Canadian universities have responded in numerous ways. A particularly significant response has been the creation of Indigenous Initiatives Offices and the appointment of senior leaders to help lead transformative institutional change efforts. Many of these new administrative appointments report directly to presidents and provosts, and have been taken up by Indigenous women. In this article, I present five key findings from research that explored the experiences of 12 Indigenous women administrators working in Canadian universities. The study highlighted how these Indigenous women enact Indigenous refusals as part of a transformative decolonial leadership praxis in universities.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Indigenous refusals in educational leadership practices in Canadian universities

Brunette-Debassige

2023

AlterNative: An International Journal of Indigenous Peoples

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The importance of “seeing oneself” in Australian universities: representations and reflections of Indigeneity in higher education

Fredericks

Bunda²,

Barney³

et al. 2023

International Encyclopedia of Education(Fourth Edition)

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A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

Coates,

Trudgett,

Page

2024

JOLE

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PurposeSenior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.Design/methodology/approachThrough qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.FindingsThe research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.Originality/valueGiven Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

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Ain't no mountain high enough: perceived impact of Senior Indigenous Leadership on aspiring of Indigenous academics within Australian universities

Cited by 4 publications

References 25 publications

Indigenous refusals in educational leadership practices in Canadian universities

Indigenous refusals in educational leadership practices in Canadian universities

The importance of “seeing oneself” in Australian universities: representations and reflections of Indigeneity in higher education

A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

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