探索澳大利亚土著高等教育学生空间

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2019-10-24 DOI:10.1017/jie.2019.19

C. Sullivan, M. Day

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引用次数: 13

摘要

对于许多澳大利亚的酷儿和性别多样性(QGD)原住民来说，我们的酷儿或性别认同与我们的文化认同之间几乎没有什么区别。我们越来越多地呼吁各机构考虑和满足我们的身份以及与这些身份相关的需要。本文讨论了一个项目的调查结果，该项目调查了QGD澳大利亚土著学生被包括或不包括在澳大利亚高等教育领域的方式。我们的研究结果表明，在这些空间中，QGD澳大利亚土著往往被忽视。我们探讨了大学入学、留校和对这批学生的个人影响的后果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Queer(y)ing Indigenous Australian higher education student spaces

Abstract For many Queer and Gender Diverse (QGD) Indigenous Australian people, there is little to no separation between our queer or gender identity, and our cultural identity. We are increasingly calling upon institutions to consider and cater to our identities and the needs which correlate with such identities. This paper discusses the findings of a project that investigated the ways in which QGD Indigenous Australian students are included, or not, in the Australian higher education space. Our findings suggest QGD Indigenous Australians are often overlooked in these spaces. We explore the consequences for university access, retention and personal impact for this cohort of students.

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.