Trudgett, M, Page, S & Sullivan, C 2017, 'Past, Present and Future: Acknowledging Indigenous Achievement and Aspiration in Higher Education', HERDSA Review of Higher Education, vol. 4, pp. 29-51.View/Download from: UTS OPUS
The number of Indigenous students enrolled in higher education is
increasing. Yet parity with the proportion of domestic students attending
university remains some way off. This review outlines the efforts that have been made to reduce the gap in Indigenous staff and student outcomes.Looking at the Australian higher education sector in 20 years' time the authors ask what is the future for senior Indigenous appointments and the aspiration of including Indigenous knowledge in the curriculum? The review identifies one pathway to Indigenous workforce outcomes is through postgraduate programs. It describes efforts underway to embed Indigenous perspectives into the broader curriculum. The review concludes with some optimism that Indigenous Australian outcomes are gradually moving from the margins to the centre of universities missions albeit at a pace that will need to improve to achieve parity by 2040.
Bodkin-Andrews, G, Lovelock, R, Paradies, Y, Denson, N, Franklin, C & Priest, N 2017, 'Not My Family: Understanding the Prevalence and Impact of Racism Beyond Individualistic Experiences' in Indigenous Children Growing Up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families, Springer, Germany, pp. 179-208.View/Download from: UTS OPUS
This edited collection by leading Australian Aboriginal scholars uses data from the Longitudinal Study of Indigenous Children (LSIC) to explore how Aboriginal and Torres Strait Islander children are growing up in contemporary Australia.
Trudgett, M, Page, S, Bodkin-Andrews, G, Franklin, C & Whittaker, A 2017, 'Another brick in the wall? Parent perceptions of school experiences of Aboriginal and Torres Strait Islander children.' in Walter, M, Martin, KL & Bodkin-Andrews, G (eds), Indigenous Children Growing Up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families, Palgrave Macmillan, UK, pp. 233-258.View/Download from: UTS OPUS or Publisher's site
Within the Australian and international research literature the likely importance of how schools and teachers relate to and interact with Indigenous parents and children has been identified. Despite this, there is as yet little Australian research in this area. This chapter addresses this question. The results find that Parent 1s' perception that the teacher of the study child was sensitive to the needs of Indigenous families was regularly and positively linked to good relationships with the school. This finding strongly suggests that the relationships between teachers and parents are not only of great importance, but that the nature of this relationship must move beyond a homogeneous and Eurocentric understanding of what constitutes Aboriginal and Torres Strait Islander parents and their families.