What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education?

Smith, James A.; Larkin, Steve; Yibarbuk, Dean; Guenther, John

doi:10.1007/978-981-10-4062-7_3

Cited by 15 publications

(8 citation statements)

References 18 publications

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“…Some suggested the need for an engagement officer to be a point of access both from the university to the community and vice versa. Again, this is consistent with Smith et al (2017), who argue from a community engagement perspective. It is also consistent with recommended responses in the Universities Australia (2019) Indigenous Strategy.…”

Section: Developing Transition Strategiessupporting

confidence: 89%

“…These challenges were raised often by respondents and are also reflected in the literature on community engagement which we presented earlier (e.g. Smith et al, 2017). There is no one size fits all solution for institutions wanting to address this challenge.…”

Section: Student Experiencesmentioning

confidence: 93%

“…Relationships provide the impetus for perseverance; they create a supportive social network that both produces positive affect and encouragement. To a large extent, the frameworks for these supportive relationships can be created and supported by universities, as Smith et al (2017) argue from a community engagement perspective and as Universities Australia (2019) conclude. In a similar way, the Enhancing Training Advantage report (Guenther et al, 2017a) also suggests that relationships between students and staff and peer relationships make a difference to retention.…”

Section: Student Experiencesmentioning

confidence: 99%

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Aboriginal student engagement and success in Kimberley tertiary education

Guenther

Dwyer

Wooltorton

et al. 2021

AJIE

Self Cite

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Over recent years, considerable effort has been put into increasing Aboriginal and Torres Strait Islander (First Nations) participation in higher education. While there are signs that enrolments are increasing, the sustained engagement and successful completion of higher education remains challenging, particularly in remote locations. With this in mind, a collaborative research project among researchers from three northern Australian tertiary education institutions was designed to understand student perspectives, particularly from remote contexts, about their engagement and success towards completion in higher education. Based on a qualitative research design situating Indigenist/interpretive research within a critical realism metatheory, we present findings from the study, based in the Kimberley region of Western Australia, and unpack implications for higher education provision in remote contexts. The findings point to the unique challenges faced by students who live in the Kimberley—and perhaps in other remote locations around Australia. In order to meet these needs, we suggest that tertiary education providers must tailor provision to ensure that engagement with Aboriginal students is relational and culturally safe.

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Section: Developing Transition Strategiessupporting

confidence: 89%

Section: Student Experiencesmentioning

confidence: 93%

Section: Student Experiencesmentioning

confidence: 99%

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Aboriginal student engagement and success in Kimberley tertiary education

Guenther

Dwyer

Wooltorton

et al. 2021

AJIE

Self Cite

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“…These various institutional pressures for companies to recognize and consider Indigenous rights are increasingly reflected in initiatives for corporate sustainability and community engagement that aim to work collaboratively with surrounding communities affected by extractive projects or activities to reduce their impacts, improve the well‐being of local people, and achieve shared goals (Aslin & Brown, 2004; Tindana et al, 2011). Corporate practices for sustainability and Indigenous community engagement can cover various measures depending on the specific needs and characteristics of surrounding communities, including initiatives for biodiversity conservation, improved access to drinking water, implementation of educational programs, infrastructure investments, financial compensation, and consultation and collaboration on environmental practices (Boiral et al, 2019; Fordham et al, 2017; Fordham et al, 2018; Smith et al, 2017). These measures go back to the roots of the concept of sustainable development.…”

Section: Gaining An Slo Through Sustainability Initiativesmentioning

confidence: 99%

Sustainability management and social license to operate in the extractive industry: The cross‐cultural gap with Indigenous communities

Boiral

Saizarbitoria

Brotherton

2022

Sustainable Development

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This study aims to analyze the role of cross-cultural differences between Indigenous communities and extractive organizations with regard to the sustainability measures these organizations employ. Although Indigenous communities are important stakeholders, especially in remote areas where extractive organizations are mainly located, these organizations' relationships with Indigenous communities have been overlooked in the literature on sustainability management. Drawing on a qualitative study based on 25 semi-structured interviews with Canadian respondents, the findings show how cross-cultural issues tend to create misunderstandings that can seriously undermine organizations' social license to operate and their initiatives for sustainability. Those issues-which include cultural differences in terms of connectedness with nature, spiritual and historical attachment to a specific territory, reliance on written documents, and conception of time-are analyzed through the lenses of practitioners with significant experience in the relationships between extractive organizations and Indigenous communities. This paper proposes measures to better manage this cross-cultural gap.The study contributes to the literature on corporate sustainability by going back to the roots of this concept and by shedding more light on the importance of a specific category of stakeholders that tends to be overlooked in the managerial literature.

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“…CDU recognises the importance of a flexible community engagement approach within the cultural and geographic context of the NT, but also the need to step outside of the limitations of traditional, institutionally-based Western scientific programs in engaging remote Aboriginal communities, their knowledges and values in Higher Education programs (Smith, Larkin, Yibarbuk & Guenther 2017). Federal funding received in 2013 has provided an opportunity for CDU to undertake a broad-based approach to community engagement with selected remote Indigenous communities.…”

Section: Author Biomentioning

confidence: 99%

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

Benveniste

Guenther

Dawson

et al. 2018

Journal of Intercultural Studies

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This paper arises from PhD research on an Australian, Northern Territory (NT) language education policy, 'Compulsory Teaching in English For the First Four Hours of Each School Day', led to the synergy of research evidence from two knowledge systems. Initiated in response to local NT Indigenous concerns, the research explored these concerns in detail using qualitative critical case study ethnographic across-cultural research approaches. This paper describes how Indigenous knowledge in relation to policy effects not only informed methodology but confirmed regional, national and international research in the field of bilingual education. In contrast, a critical discourse analysis on policy texts and discourse exposed flawed rationality and fallacy. This latter analysis was informed by Fairclough (1989) and Reisigl and Wodak's (2009) Historical Discourse Analysis, as well as the works of Foucault, Bourdieu, and others. As such, this paper explains how the research explored the issue of policy analysis and effects to afford a western explanation with Indigenous perspectives as the foundation of research that can help us travel the knowledge journey together.

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What Do We Know About Community Engagement in Indigenous Education Contexts and How Might This Impact on Pathways into Higher Education?

Cited by 15 publications

References 18 publications

Aboriginal student engagement and success in Kimberley tertiary education

Aboriginal student engagement and success in Kimberley tertiary education

Sustainability management and social license to operate in the extractive industry: The cross‐cultural gap with Indigenous communities

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

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