Sovereign women: why academia? A journey gathering word-gifts and heart berries

Thunig, Amy

doi:10.1080/09540253.2022.2141695

Cited by 4 publications

(1 citation statement)

References 32 publications

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“…Many Australian universities have gone some way to implementing the first two of these, by creating identified positions, and mandating that Indigenous perspectives be included in the curriculum. This often means that First Nations academics are expected to assist other staff members, often in unrecognised or unpaid roles, as wellmeaning white allies constantly seek their assistance (Thunig, 2022;Wood & Watson, 2018). A reconciliation approach to indigenisation involves some shifts in thinking for existing staff members, who are encouraged to examine Indigenous perspectives, and "adjust how they think of and work with Aboriginal Peoples" (Gaudry & Lorenz, 2018, p. 222).…”

Section: Decolonising Educationmentioning

confidence: 99%

True Justice through deep listening on Country: decolonising legal education in Australia

Bird,

Rawnsley (Larrakia, Anmetjerre),

Radavoi

2023

AlterNative: An International Journal of Indigenous Peoples

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This article examines the impact of True Justice, a unique continuing legal education programme introduced in 2022 to increase cultural competency in legal practitioners. The programme achieves its purpose via the incorporation of First Nations principles and pedagogies, taking participants beyond the university classroom to learn deep listening on Country. The feedback from participants in the programme in April and May 2022 reveals the powerful experiences that are possible when the university classroom is abandoned in favour of place-based, trauma-informed learning. Incorporating not only First Nations perspectives but also pedagogies is particularly important in the legal profession, where, if these are ignored, practitioners and educators risk reproducing colonial models.

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Section: Decolonising Educationmentioning

confidence: 99%

True Justice through deep listening on Country: decolonising legal education in Australia

Bird,

Rawnsley (Larrakia, Anmetjerre),

Radavoi

2023

AlterNative: An International Journal of Indigenous Peoples

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‘I am not alone’: enabling factors for Aboriginal and Torres Strait Islander PhD success

Holt,

Cross,

Worrell

et al. 2024

Aust. Educ. Res.

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Through yarning and storying led by Aboriginal researchers, this study explores the success factors for Indigenous PhD Graduates. Participants comprised 21 Aboriginal and/or Torres Strait Islander people who had completed their PhDs within the last 7 years. Our thematic analysis uncovered themes associated with participants’ decision to enrol as a scholar and the factors and experiences that contributed to the successful completion of their PhD. We identified three overlapping yet distinct themes that represent why Aboriginal and Torres Strait Islander people choose to pursue a PhD: Telling our story in our way, My Community needs me to do this, and Practicality rules. A strong sense of Connection and Reciprocity was a crucial factor for participants’ successful completion of the PhD. We present a model of our findings model that translates the three key success factors identified in this study as foundational to success for Indigenous scholars’ success in their PhD journey.

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LGBTIQA+ students’ transformative ‘religious freedom’ definitions

Jones

2023

Gender and Education

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Sovereign women: why academia? A journey gathering word-gifts and heart berries

Cited by 4 publications

References 32 publications

True Justice through deep listening on Country: decolonising legal education in Australia

True Justice through deep listening on Country: decolonising legal education in Australia

‘I am not alone’: enabling factors for Aboriginal and Torres Strait Islander PhD success

LGBTIQA+ students’ transformative ‘religious freedom’ definitions

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