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Indigenous Higher Education Policy in the Northern Territory: Poststructuralist Analysis

Explore a poststructuralist perspective on the historical Indigenous higher education policy in the Northern Territory. This presentation delves into the various influences, enablers, neoliberalism, power structures, critical race studies, and more. Discover insights into Indigenous perspectives on 'success' in higher education policy.

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Indigenous Higher Education Policy in the Northern Territory: Poststructuralist Analysis

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  1. Poststructuralist thoughts about the history of Indigenous higher education policy in the Northern Territory. Cat Street, Tracy Woodroffe, James Smith, Kim Robertson, Shane Motlap, Wendy Ludwig, John Guenther, Steven Larkin & Robyn Ober

  2. Warning This presentation contains photos of deceased Aboriginal and Torres Strait Islander people.

  3. ACKNOWLEDGEMENTS

  4. Introduction 2017 - HEPPP research Final report available: https://www.cdu.edu.au/sites/default/files/opvcil/northern-territory-indigenous-higher-education-policy-review_final.pdf 2018 onwards - My PhD research Ethics

  5. Background to the research Policy context What the literature says • Various influences on Indigenous higher education policy • Enablers to participation / completion • Influence of neoliberalism • Growing recognition of power structures embedded within education policy / systems • Critical race studies • Indigenous data sovereignty

  6. Indigenous higher education - NT and National

  7. AIM OF THE RESEARCH: To build an understanding about Indigenous perspectives of ‘success’ in historical Indigenous higher education policy and practice.

  8. Methodology: Research questions How has ‘success’ been defined throughout NT Indigenous higher education policy settings in the NT since the 1960s? What are the socio-political factors that have shaped Indigenous higher education policy and practice in the NT throughout this period? How and why have these factors enhanced or constrained progress towards parity of outcomes for Indigenous higher education students, staff and communities? What can be learnt for future Indigenous higher education policy frameworks?

  9. Reference Group Shane Motlap (Chair – Analyst, Indigenous Policies and Programs, OPVC-IL, CDU) Kim Robertson (Senior Analyst, Indigenous Policies and Programs, CDU) Dr. Wendy Ludwig (Director of Operations, OPVC-IL, CDU) Tracy Woodroffe (Lecturer, School of Indigenous Knowledges and Public Policy, CDU) Robyn Ober (Indigenous Research Fellow, BIITE) Associate Professor John Guenther (Research Leader, BIITE) Dr. Kevin Gillan (Former Executive Director, Education Partnerships, NT Department of Education) Joe Brown (Director – Community Engagement, NT Department of Education) Valda Shannon (Remote Indigenous Elder/Educator and Honorary Research Fellow, AIS / Tennant Creek) Dr.Lawurrpa Maypilama (Remote Indigenous Elder/Educator and Honorary Research Fellow, CDU / Galiwinku) Gabrielle Hill (Indigenous Student Ambassador - CDU) Mark Munnich (Indigenous Student Ambassador - CDU)

  10. Methodology: Reference Group Purpose / relevance to approach (Indigenous Standpoint Theory / Indigenist Research principles) Membership Roles and responsibilities Experience

  11. Methodology: Methods (visual representation)

  12. Analysis (in conjunction with Reference Group) 1. Thematic analysis - iterative Developed preliminary findings Transdisciplinary approach Grounded theory development

  13. FINDINGS

  14. NT Indigenous Higher Education Policy Overview https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/80

  15. NT Indigenous Higher Education Policy Overview ACCESS /PARTICIPATION EQUITY / RECONCILIATION ACCOUNTABILITY/ OUTCOMES ASSIMILATION Street et al. (2018a)

  16. Institutional policy implementation https://search.informit.com.au/documentSummary;dn=818576450885043;res=IELHSS

  17. Involvement / disbandment of Indigenous consultative groups NAEC, 1982 (Northern Territory Library, 2017) Feppi, 1982 (Northern Territory Library, 2017)

  18. Measurement of ‘success’ (Kemmis, 1988) (Department of Education, 1981, p.36) (Street et al. 2018, p.35)

  19. ‘Success’ for Indigenous higher education students and staff “Completing units or courses” “More qualified people in different areas across the spectrum.” “I think success would be, in the first instance, navigating the hoops to jump through to actually enrol and turn up at class, or participating in the delivery activity. Because, I think that like most Western systems and processes, there's a language that's associated with that entity, that you've actually got to learn the language to be able to know how to navigate through, through the hoops and through the systems.” “I’ve always fought for schools to be more culturally affirming and intellectually enriching… Our kids are entitled to a world that they feel and a world that does value them and respects their difference and their culture. And that there are fundamental rights and freedoms that flow from that..”

  20. WHAT’S NEXT? “What is the problem represented to be?”

  21. References Bacchi, C., & Goodwin, S. (2016). Poststructural Policy Analysis: A Guide to Practice. New York: Springer Nature. Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report. Department of Education and Training. (2016). Higher Education Student Data. Appendix 2 - Equity Groups [Excel Spreadsheet]. Canberra: Australian Government. Retrieved from: https://docs.education.gov.au/node/45206 Guenther, J., Bat, M., & Osborne, S. (2013). Red dirt thinking on educational disadvantage. Australian Journal of Indigenous Education, 42(2), 100-110. Holt, L. (2016). The Development of Aboriginal Education Policy in Australia – Voices of the National Aboriginal Education Committee (NAEC). (PhD), University of Newcastle, Newcastle. Kinnane, S., Wilks, J., Wilson, K., Hughes, T., Thomas, S., Drew, N., . . . Watson, K. (2014). Can't be what you can't see: The Transition of Aboriginal and Torres Strait Islander Students into higher education - Literature review. Broome: The University of Notre Dame. Larkin, S. (2015). Critical Race Theory and Indigenous higher education: towards a remaking of the university. In H. Huijser, R. Ober, S. O’Sullivan, E. McRae-Williams, & R. Elvin (Eds.), Finding the Common Ground: Narratives, Provocations and Reflections from the 40 Year Celebration of Batchelor Institute. Batchelor: Batchelor Press. Ladson-Billings, G., & Tate, W. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491. Moreton-Robinson, A. (2004). Whiteness, Epistemology and Indigenous Representation. In A. Moreton-Robinson (Ed.), Whitening Race: Essays in Social and Cultural Criticism. Canberra: Aboriginal Studies Press. National Museum of Australian. (2018). Historical milestones: Key events in Aboriginal and Torres Strait Islander history 1967-2005. National Museum of Australia: Canberra. Retrieved http://www.nma.gov.au/exhibitions/off_the_walls/timelines. Northern Territory Library. (2017). Feppi Consultant Group, 1982. Darwin: Tschirner Collection. Rigney, L. (1999). Internationalization of an Indigenous Anticolonial Cultural Critique of Research Methodologies: A Guide to Indigenist Research Methodology and Its Principles. Journal for Native American Studies, Wicazosa Review, 14(2), 109-121. Street, C., Guenther, J., Smith, J., Robertson, K., Motlap, S., Ludwig, W., Woodroffe, T., Gillan, K. & Ober, R. (2017). The evolution of Indigenous higher education in the Northern Territory, Street, C., Guenther, J., Smith, J.A., Robertson, K, Motlap, S, Ludwig, W & Gillan, K. (2018a). A historical overview of responses to Indigenous higher education policy in the NT: Progress or procrastination? Australian Universities’ Review 60(20): 38-48. Street, C., Smith, J., Robertson, K., Ludwig, W., Motlap, S., & Guenther, J. (2018b). Northern Territory Indigenous Higher Education Policy Review: Final Report. Darwin: Charles Darwin University. Walter, M. (2010). The Politics of the Data: How the Australian Statistical Indigene in Constructed. International Journal of Critical Indigenous Studies, 3(2), 45-56. Wilson, K., & Wilks, J. (2015). Australian Indigenous higher education: politics, policy and representation. Journal of Higher Education Policy and Management, 37(6), 659-672.

  22. Please get in touch! Tracy Woodroffe, Lecturer - Indigenous Knowledges College of Indigenous Futures, Arts & Society, Charles Darwin University Tracy.Woodroffe@cdu.edu.au Cat Street, PhD candidate College of Indigenous Futures, Arts & Society, Charles Darwin University Catherine.street@cdu.edu.au

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