CRICOS No. 00213J a university for the world real R More Aboriginal and Torres Strait Islander Teachers Initiative Dr Jo Lampert Dr Bruce Burnett (Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson) MATSITI – ACDE: Retention and graduation of Aboriginal and Torres Strait Islander students in initial Teacher Education programs: A preliminary discussion of the research
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Retention and graduation in initial teacher education
Retention and graduation of Aboriginal and Torrres Strait Islander students in initial teacher education Jo Lampert and Bruce Burnett, Queensland University of Technology
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July. More Aboriginal and Torres Strait Islander Teachers Initiative.
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CRICOS No. 00213Ja university for the worldrealR
More Aboriginal and Torres Strait Islander Teachers Initiative
Dr Jo Lampert Dr Bruce Burnett
(Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson)
MATSITI – ACDE: Retention and graduation of Aboriginal and Torres Strait Islander students in initial Teacher Education programs: A preliminary discussion of the research
CRICOS No. 00213Ja university for the worldrealR
Australian Council of Deans of Education component of the MATSITI project
Stage 1: Literature ReviewStage 2: Institutional scans (qualitative and quantitative) Stage 3: Interviews and data collection at key sites Stage 4: Institutional Action Plans
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: a review of the literature
CRICOS No. 00213Ja university for the worldrealR
Barriers Overview of literature Financial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy
and numeracy, opportunity, retention in programs Academic skills Bridging and tertiary prep, academic skills, benefits of ITAS;
Language related issues (as impacting on remote TE programs) Personal issues “discomfort, loneliness, homesickness, anxiety, depression...”;
significance of mentors and Indigenous Centres Whiteness of Faculty Universities as white institutions; ‘cross cultural experience’ for
students; Social/ cultural isolation/marginalisation Some discussion of Indigenous pedagogies – teaching understood differently Indigenous standpoint
Points in red have been highlighted in interviews as well
CRICOS No. 00213Ja university for the worldrealR
• “ I remember sitting in a lecture on the first day thinking oh my God! I cried for three days”.
• “Things have improved since they have offered sessions in things like Blackboard. The transition is the hardest thing”.
• “ They should be more flexible with lending books … the mail is really an issue where I live and it’s a trust issue. We’re adults”.
• “ I wish there was better understanding of cultural issues, like when I have to attend a funeral”.
CRICOS No. 00213Ja university for the worldrealR
Barriers Overview of literature Cultural issues Issues around ‘cultural safety’
Culturally appropriate/ responsive pedagogy; *Indigenous perspectives* Racism Clash of priorities: family responsibilities, relationship, ‘making a difference’ ‘Indigenous learning styles’ misunderstood as cognitive rather than about cultural priorities
Institutional Practices Course progression, definitions of ‘failure’ and success, university timelines Experiences on practicum Sparse literature here on how Aboriginal and Torres Strait Islander
students experience prac Lack of familiarity with institutional procedure
Mixed reports on why scholarships go untaken ‘first-in-family’
Lack of awareness/sensitivity amongst non-Indigenous faculty
Reports of racism; lack of familiarity or training of both academic and professional staff as well as fellow students
CRICOS No. 00213Ja university for the worldrealR
• “We have to hammer it home that students are doing the same course as everyone else”
• “In first year they just assume everyone is on the same playing field”.
• “These students are responsible members of their communities. They have way more responsibilities than lots of other students”.
CRICOS No. 00213Ja university for the worldrealR
What works? Significance of partnerships Between faculties and Indigenous Centres
Between Indigenous and non-Indigenous faculty Between Faculty and communities
Significance of Indigenous support Indigenous centres, Indigenous Faculty members, sustained Indigenous leadership within faculties; tensions between Faculties and Indigenous Support units
Indigenous employment issues Indigenous faculty, sustainability of appointments
CRICOS No. 00213Ja university for the worldrealR
• “The support really varies. Some of us barely ever see our tutors and others know the content really well. The best tutors know their content and can really help us. “