First In Family, First For Family: Indigenous academic women's legacy motivation

Abstract

Indigenous academics are a minority within the academy, with the disparity between Indigenous and non-Indigenous academics, staffing, and student numbers well established. A growing body of literature examines the motivations of Indigenous peoples who enroll and complete University degrees, however a dearth of literature examines the journeys and motivations of those who choose to be academics. A review of papers largely produced by Indigenous academics highlights that though a paucity of literature directly centers their motivation in undertaking their initial studies or joining the academy; legacy, family and community motivations appear regularly, though often mentioned in incidental, backgrounded or de-centered ways. Drawing upon existing literature, interviews with 17 Indigenous academic women, and Indigenous Research Methodologies, this article foregrounds and centers consideration of legacy motivations for academic women’s professional work, and initial journey into higher education study. It argues the implications of academic engagement for Indigenous women, in so-called Australia, include wider influences, impacts and outcomes for their immediate familial, extended kinship and broader Indigenous community groups. It posits that these are not secondary or incidental, but primary motivations and shaping influences on Indigenous women's academics careers and how they should be understood, valued and supported by institutions.

Humility. Listen. Respect: Three values underpinning Indigenous (environmental) education sovereignty

“…However, there is now a plethora of exceptional research written by Indigenous peoples across the world. It is Indigenous scholarship, predominantly from Aboriginal and Torres Strait Islander peoples in so-called Australia, that I will prioritize in this paper (Thunig 2022; Tynan and Bishop 2022).…”