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dc.contributor.authorAseron, Johnnie
dc.contributor.authorWilde, Simon
dc.contributor.authorMiller, Adrian
dc.contributor.authorKelly, Stephen
dc.contributor.editorPhilip E. Burian
dc.date.accessioned2017-05-03T16:12:28Z
dc.date.available2017-05-03T16:12:28Z
dc.date.issued2013
dc.date.modified2014-06-03T02:51:42Z
dc.identifier.issn19405847
dc.identifier.urihttp://hdl.handle.net/10072/59714
dc.description.abstractEducational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and non-Indigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin & Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education (such as Indigenous communities), many of these undertakings fail to adequately articulate and consider the importance of cultural factors and how such realities form a unique foundation with respect to Indigenous educational policy and development options. In addressing this shortcoming, this paper explores critical, community capacity building and community empowerment strategies that may inform policies and programmes for the reduction of educational disparities, increasing Indigenous student participation in higher education and promoting Indigenous-led educational initiatives. As such, this exploratory study highlights a number of emergent themes derived by community representatives, including both Indigenous Aboriginal and Torres Strait Islanders, and non-Indigenous participants, during a series of focus group discussions..
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent279450 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherClute Institute for Academic Research
dc.publisher.placeUnited States
dc.publisher.urihttp://journals.cluteonline.com/index.php/CIER/article/view/8110
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom417
dc.relation.ispartofpageto444
dc.relation.ispartofissue4
dc.relation.ispartofjournalContemporary Issues in Education
dc.relation.ispartofvolume6
dc.rights.retentionY
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchcode130301
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1399
dc.titleIndigenous Student Participation In Higher Education: Emergent Themes And Linkages
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2013 The Clute Institute. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorMiller, Adrian


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