Participation in higher education in Australia among under-represented groups: What can we learn from the Higher Education Participation Program to better support Indigenous learners?

Smith, James A.; Trinidad, Sue; Larkin, Steve

doi:10.18793/lcj2015.17.02

Cited by 22 publications

(33 citation statements)

References 22 publications

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“…In recent years, certain programs and policies have attempted to address the remoteness barrier to higher education for Indigenous Australians (COAG, ; Smith et al, ; Thomas et al, ). For example, as part of their national strategy the Council of Australian Governments lists as one of their “principles” for investments meant to service Indigenous Australians living in remote regions, “Facilitating voluntary mobility by individuals and families to areas where better education and job opportunities exist, with higher standards of services” (COAG, , p. 10).…”

Section: Translocalism and Indigenous Migrationmentioning

confidence: 99%

“…Although Indigenous Australians face many barriers to higher education (Aseron, Wilde, Miller, & Kelly, 2013), several studies emphasise that remote living is a particularly significant one (AIHW, 2012; AIHW, 2015; Thomas, Ellis, Kirkham, & Parry, 2014). Thus, remoteness and access have become a focus for Indigenous participation in higher education (Smith, Trinidad, & Larkin, 2015;Thomas et al, 2014).…”

Section: The Multiscalar Dimensions Of Indigenous Migrationmentioning

confidence: 99%

“…In recent years, certain programs and policies have attempted to address the remoteness barrier to higher education for Indigenous Australians (COAG, 2009;Smith et al, 2015;Thomas et al, 2014). Likewise, in the Canadian context, Peters and Anderson (2013) emphasise that outlooks that situate urban-dwelling Indigenous people as being "out of place" or living in "inauthentic" ways are now common in settler states.…”

Section: The Multiscalar Dimensions Of Indigenous Migrationmentioning

confidence: 99%

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“It doesn't make me any lessAboriginal”: The complex politics of translocal place‐making forIndigenous tertiary student migrants

Harris

Quicke

2018

Population Space and Place

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Indigenous migratory practices have never been comfortably explained using deterministic theories of migration. In this paper, we argue that translocalism offers new hopeful possibilities for building more robust and nuanced understandings of Indigenous migration and for extending theorisations of translocality in postcolonial settler‐states. Drawing on empirical evidence from a small‐scale exploratory study of Indigenous adults who migrated from rural/remote Australia, to Perth, Western Australia, to study at a university, we suggest that a particular politics of place‐making characterises Indigenous translocal subjectivities in settler states. These politics are evidenced by the ways in which the very act of movement from rural/remote areas to large cities for education can draw the authenticity of Indigenous identities into contestation. It also speaks to the resultant importance of translocal networks and places that provide relational spaces to share experiences of, and respond to, these contestations. The participants in this study made use of Indigenous student centres at their universities to develop a sense of place, build translocal networks, nurture their cultural identities, and contest settler assumptions that situate “authentic” Indigenous identities in a remote wilderness past.

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Section: Translocalism and Indigenous Migrationmentioning

confidence: 99%

Section: The Multiscalar Dimensions Of Indigenous Migrationmentioning

confidence: 99%

Section: The Multiscalar Dimensions Of Indigenous Migrationmentioning

confidence: 99%

See 1 more Smart Citation

“It doesn't make me any lessAboriginal”: The complex politics of translocal place‐making forIndigenous tertiary student migrants

Harris

Quicke

2018

Population Space and Place

View full text Add to dashboard Cite

show abstract

“…Opportunities for both adults returning to study after periods of unemployment and family obligations, and post-secondary entrants are required. While education providers such as Batchelor Institute emerged to provide these, other providers are also seeking to develop these (Smith et al 2015). Looking forward, we expect to see courses capitalising on local knowledge, linguistic, cultural and natural resource management as a precursor to increased higher education participation.…”

Section: Emerging Cultures Emerging Identitiesmentioning

confidence: 99%

“…Nationally, Indigenous people make up 1.1% of the student population (Department of Education and Training 2016) compared to 3.0% of the total population, and remote students make up about 0.9% of the student population compared to 2.3% of the total population. Further, while there has been growth in the numbers, the share of 'remote' students in the overall higher education population has declined in recent years (Smith et al 2015).…”

Section: Introductionmentioning

confidence: 99%