研究和调整导师制做法,以增强澳大利亚土著年轻人的成功能力

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Matilda Harry, M. Trudgett, Susan Page, R. Grace
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引用次数: 0

摘要

本文讨论了为澳大利亚土著中学毕业生提供的辅导。作者认为,尽管目前该领域的学术研究很有见地,但缺乏对中学后过渡阶段提供的指导的关注。此外,许多文献都会使土著学生产生问题,并与个人项目、单一社区或群体联系在一起。尽管政府、行业、社区和继续教育提供者资助并促进了全国各地的许多导师计划,但几乎没有产生系统或机构影响。目前的数据表明,澳大利亚土著中学毕业生(即全职工作、学习或同时学习和工作的人)的全面参与度持续下降(澳大利亚统计局,2021;总理和内阁部,2018)。这令人担忧,因为中学后学校过渡阶段被认为是对抗或嵌入澳大利亚土著年轻人代际之间经常忍受的不平等现象的关键阶段(O’Shea,McMahon,Priestly,Bodkin Andrews&Harwood,2016)。通过集中国内和国际第一民族学者,作者主张通过土著本体论视角重新定义土著学员的成功,并将导师框架重新定位为加强年轻人与文化、社区、老年人和国家联系的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people
This article discusses mentorship provided to Indigenous Australian secondary school leavers. The authors suggest that although current scholarship in the field is insightful, there is a dearth focussing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematizes Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are full-time working, studying or both studying and working (Australian Bureau Statistics, 2021; Department of Prime Minister and Cabinet, 2018). This is concerning as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (O’Shea, McMahon, Priestly, Bodkin-Andrews & Harwood, 2016). By centring national and international First Nations scholars the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young peoples’ connections with culture, community, Elders and Country.
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来源期刊
Australian Journal of Indigenous Education
Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.80
自引率
12.50%
发文量
13
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.
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