Pigeonholed, Peripheral or Pioneering? Findings from a National Study of Indigenous Australian Academics in the Disciplines

Autor/inn/en	Asmar, Christine; Page, Susan
Titel	Pigeonholed, Peripheral or Pioneering? Findings from a National Study of Indigenous Australian Academics in the Disciplines
Quelle	In: Studies in Higher Education, 43 (2018) 9, S.1679-1691 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1281240
Schlagwörter	Intellectual Disciplines; Indigenous Populations; College Faculty; Foreign Countries; Higher Education; Educational Change; School Policy; Pacific Islanders; Teacher Attitudes; Teacher Collaboration; Civil Rights; Cultural Awareness; Faculty Development; Professional Recognition; Career Development; Cultural Differences; Faculty Workload; Barriers; Australia + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Sinti und Roma; Fakultät; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Schulpolitik; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Lehrerverhalten; Lehrerkooperation; Bürgerrechte; Grundrechte; Zivilrecht; Cultural identity; Kulturelle Identität; Berufsentwicklung; Kultureller Unterschied; Australien
Abstract	Global moves to integrate Indigenous perspectives and histories into university curricula are growing. In Australia, shifts towards Indigenisation in higher education teaching and research have been slow, but now--partly due to new national and institutional policies--are re-forming the disciplinary landscapes where our students learn and grow. Vital to achieving these new agendas are the Indigenous Australian scholars whose work experiences are reported in this paper. Findings from a nation-wide survey of Aboriginal and Torres Strait Islander academics (mainly in professional disciplines like law, education and health) support a more optimistic scenario than that portrayed in some existing literature. No longer peripheral to institutional missions, this newly confident cohort of Indigenous academics is forging unprecedented partnerships with non-Indigenous colleagues and transforming the very essence of a university degree. The implications for Australia, and for other societies with Indigenous communities, are profound. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01