Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia

Street, Catherine; Robertson, Kim; Smith, James A.; Guenther, John; Larkin, Steve; Motlap, Shane Darren; Ludwig, Wendy; Woodroffe, Tracy; Gillan, Kevin; Ober, Robyn; Shannon, V.; Maypilama, Elaine

doi:10.1080/17508487.2022.2083647

Cited by 3 publications

(4 citation statements)

References 40 publications

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“…Therefore, including variables in statistical models that are dependent on racism may distort findings due to race. For this reason, race and college generation status were examined separately to avoid hiding the effects of racism that are conflated with college generation status (Rondini, 2023;Street et al, 2022). In the interest of research transparency, which is a recommendation of QuantCrit (Young & Young, 2022), the survey instrument and de-identified data from this study are openly available on Open Science Framework (Authors, 2023).…”

Section: Discussionmentioning

confidence: 99%

Online Homework Systems Survey

Clinton-Lisell,

Kelly

2024

Preprint

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The use of online homework systems that require purchase of an access code has become widespread. The purpose of this study is to examine student experiences with and perceptions of online homework systems with access codes. Postsecondary students (N = 966) completed a survey about the financial costs, perceptions of quality, engagement with, and learning with online homework systems. Most students (79.5%) indicated that they had been required to purchase an access code for an online homework system. Of those who had been required to purchase an access code, 29.4% reported their grade was hurt because they could not afford an access code. Students reported online homework systems were moderately helpful for learning. When considering students who have been historically underserved by higher education, Black students reported more courses with required access codes for homework and reported that online homework systems were more helpful than other students. Latino/a/x students were more likely to report their grades were hurt by not affording access codes (47.9%) than other students. First-generation students reported they avoided courses with online homework systems (36.9%) than continuing-generation students (23.9%). Overall, the findings indicate that the cost of online homework systems is a barrier to education, and alternatives should be further developed and promoted.

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Section: Discussionmentioning

confidence: 99%

Online Homework Systems Survey

Clinton-Lisell,

Kelly

2024

Preprint

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“…Characteristics of multicultural policy include democracy and equality, cultural diversity, emphasis on the construction of national education policies and regulations, and feedback and revision of laws and policies and so on (Frawley et al, 2017). The representative policy documents include the National Aboriginal Education Policy (NAEP), which later become the National Aboriginal and Torres Strait Islander Education Policy (NATSIEP); Education & Employment of Aboriginal Teachers Report; Improving Indigenous Outcomes and Enhancing Indigenous Culture and Knowledge in Australian Higher Education; 2015 National Aboriginal and Torres Strait Islander Education Strategy; More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI); Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People; Indigenous Education Strategy 2015–2024 and so on (Street et al, 2017). The main policy content include: research and review on aboriginal higher education and personal background; aboriginal teacher training and special tutoring for indigenous students; financial support to indigenous vocational education construction and individual education welfare; bi-lingual teaching with cultural diversity in education; curriculum design oriented to the educational needs of indigenous people, such as professional skills, small and medium-sized enterprises and township management; accountability measure improvement; education system innovation, including education leadership, nationalized curriculum, the National Assessment Program (NAPLAN) and professional teaching standards; quality teaching and workforce development under partnerships; boarding school construction; language, culture and identity (Frawley et al, 2017; Street et al, 2017).…”

Section: Cross-national Attraction: Similar Policy Environment Offers...mentioning

confidence: 99%

The study of higher education policy in remote rural areas of Australia——what can China learn

Wei

2023

International Journal of Chinese Education

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“National Regional, Rural and Remote Tertiary Education Strategy Final Report” is a national strategic policy aimed at promoting higher education development and personal education welfare of Australians in regional, remote and rural areas (RRR areas). The strategy clarifies the disadvantages of higher education in RRR areas, including fewer educational opportunities, less students' aspirations and slow regional development. It proposes specific measures in 7 areas like support for learning opportunities, financial subsidies and emotional support. This paper uses literature review and adopts “Four Stages of Policy Borrowing in Education” theory as theoretical framework to discuss policy transfer possibility. This paper focuses on the theoretical inspiration level. In stage 1, it discusses the policy background and similar education context in two countries, to clarify the “cross-national attraction” and provides comparative value for higher education of ethnic minorities and rural areas in China. In stage 2, the paper discusses the “decision” and “implementation” of the policy. In stage 3, it focuses on “internalization”, it provides new ideas for development and puts forward four suggestions for improving the higher education of ethnic minorities in remote areas in China, including policy position, policy system innovation, course design and integration.

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“…We acknowledge that ‘Indigenous’ and ‘Western’ knowledges are not mutually exclusive, and that there have been various methodological and theoretical positions put forth by First Nations scholars, summarised well by Olsen (2018). While our approach has been considered within the policy setting (Mackean et al, 2020; Street et al, 2022b), to our knowledge, it has not been theorised within a First Nations business environment. We apply this thinking to evaluation concepts in culturally adaptive ways.…”

Section: Culturally Adaptive Evaluation In Practicementioning

confidence: 99%

“…A rationalist view to evaluation assumes that the outcomes of policy can be assessed in a neutral way by collecting and evaluating evidence about the success of policy (e.g., Bovens et al, 2008). Conversely, the constructivist view of evaluation emphasises the social nature of the policy evaluation process (e.g., Balloch & Taylor, 2005; Street et al, 2022b). We subscribe to the latter position and believe that whether ‘objectivity’ in evaluation is indeed possible is subject to contestation.…”

Section: Introductionmentioning

confidence: 99%

A Culturally Adaptive Approach to First Nations evaluation consulting

Street

Kendall²,

McGhie³

et al. 2022

Evaluation Journal of Australasia

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Cultural safety is of utmost concern across the evaluation world, particularly given the way that evaluation and research have historically been implicated in colonising practices of the West. This article aims to examine the meaning of cultural safety in the context of an Aboriginal majority-owned consulting organisation that provides evaluation services to organisations where First Nations governance systems and processes may be unknown. This is a critically reflexive article that considers how the dual aims of contributing to self-determination and building First Nations business capacity may be managed in such evaluation projects. We apply Duke et al.’s Culturally Adaptive Governance Framework to our own evaluation work in striving for evaluations to be experienced as culturally safe by Aboriginal and Torres Strait Islander stakeholders and for evaluation outcomes to be relevant and useful from the perspective of both Aboriginal and Torres Strait Islander stakeholders and our clients. We then reflect on the implications for the evaluation, social policy and for First Nations business sectors.

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Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia

Cited by 3 publications

References 40 publications

Online Homework Systems Survey

Online Homework Systems Survey

The study of higher education policy in remote rural areas of Australia——what can China learn

A Culturally Adaptive Approach to First Nations evaluation consulting

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