Working towards Accountability in Embedding Indigenous Studies: Evidence from an Indigenous Graduate Attribute Evaluation Instrument

Autor/inn/en	Bodkin-Andrews, Gawaian; Page, Susan; Trudgett, Michelle
Titel	Working towards Accountability in Embedding Indigenous Studies: Evidence from an Indigenous Graduate Attribute Evaluation Instrument
Quelle	In: Australian Journal of Education, 63 (2019) 2, S.232-260 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bodkin-Andrews, Gawaian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119863927
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; College Graduates; Student Attitudes; Knowledge Level; Ethnic Studies; Psychometrics; Gender Differences; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Wissensbasis; Psychometry; Psychometrie; Geschlechterkonflikt; Australien
Abstract	Whilst Indigenous Graduate Attributes -- or the embedding Indigenous cultural competencies within broad graduate attributes -- are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies -- an essential component of Indigenous Graduate Attributes -- is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure "Student Knowledges and Attitudes to Indigenous Issues" as well as "Applied Indigenous Learning," but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01