ISSN 0157-1826 VOLUME 25 No. 3 DECEMBER 2003

SPECIAL ISSUE - INDIGENOUS ISSUES IN HIGHER EDUCATION

Nga Kete O Te Wananga. NgaKata O TaWananga. TheBaskets of Knowledge The Baskets of Knowledge ByPlrl Sciascia By Piri Sciascia Fromthe Editor

MaoriIn WesternInstitutions ByNgalre Rewarewa WIison 5 ''Tenei au, tenei au, tenei au, te hokai human beings comes forth into the nei i taku tapuwae, dawn, into the world of light." Howcan we Reduce Student Drop-Out Rates Ko te hokai-nuku, ko te hokai-rangi, E nga mana, e nga reo, e nga In a Non-TradltlonalUniversity? ko te hokai karanga maha o nga hau e wha. ByKlaren Hawltson, Mathew Manawalti, . A to tupuna a Tanenuiarangi i pikitia ai Tenei te mihi atu kia koutou i TadClark & PipBruce-Gerguson 7 Ki te rangi-tu-haha, ki Tihi-o­ runga i te kaupapa o te ra nei. I raro i te mahanatanga o Te Tumu Herenga Manono, IndigenousIssues In HigherEducation and Waka, te marae o Te Whare Wananga I rokohina atu ra ko Io-te-matua-kore Research:A Reportfrom the 2003 o te Upoko o te Ika a Maui. Tena IndigenousResearchers Forum anake koutou, tena koutou, tena koutou ByLester-lrablnna Rigney I riro iho ai nga Kete o te Wananga: katoa. Ko te kete Tii-a-uri Ko te Kete Tii-atea Ko te Kete Aronui, Obstaclesto AboriginalStudents Success Introduction at University Ka tiritiria ka poupoua ki a As Pro-Vice Chancellor Maori, ByHeather Gibb 14 Papatuanuku Victoria University of Wellington Ka puta te ira tangata ki te whaiao it is indeed a privilege to offer this A ThoughtPiece Kite Aomarama!" contribution to HERDSA News. ByJana Robertson 15 "Here am I, here am I, here am Particularly so since this final issue of I quickly moving by the power of 2003 is devoted to Indigenous issues in higher education. NovlcHNo Longer: Computer Education my incantation for swift movement. for RuralAdults Swiftly moving over the earth, BySandra Harbert & MargueriteCullity 16 Background and Context swiftly moving through the heavens, the swift movement of your ancestor The Education Act 1989 defines the roles and structures of New Reflectionson Preparing for a HERDSA Tanenuiarangi who climbed up to Fellowship 19 Zealand universities . It contains the isolated heavens, and there found provisions, which are directly relevant Io-the-parentless alone. He brought to the obligations of the university NurturingCreativity Through an Imaginative back down the baskets of knowledge, in relation to the interests of Maori. Curriculum ' ByNorman Jackson 2,1 the basket named Tu-a-uri, the basket Section 181 (b) of the Education named Tu-atea, the basket named Act 1989 provides that the Council Aronui. Portioned out and planted has a duty "in the perfonnance of in Mother Earth, the life principal of its functions and the exercise of its r

~~ HERDSA NEWS ~ December 2003

HERDSA Executive President John Deam ACT From the Editor Executive Officer Vacant Treasurer Belinda Youm NZ Occasional Publications Editor This issue is devoted to some reprinted in HERDSA News and Allan Goody WA indigenous issues in higher education. similarly articles in HERDSA News Journal Co-Editors I invited a number of indigenous can be reprinted in Educational Margot Pearson (convenor) ACT writers to contribute on topics about Developments . Recently there have Linda Hort which they felt deeply. Hence there is been a number of articles, which Pam Roberts no overall theme but I hope that the would be of interest to HERDSA Gerlese Akerlind articles will make us more aware of the member s, which we can now bring Mandy Lupton issues. We are especially privileged to you. I hope you enjoy Norman's Chri s Trevitt have a contribution form the Pro article and encourage those working Newsletter Editor Vice-Chancellor (Maori) at Victoria in this area to contact Norman. Roger Landbeck QLD University Wellington writing about I would like to thank all those 2004 Conference Convenors their administrative arrangements, who have contributed articles this year especially as they get no official Barbara Stauble & Frank Sheehy MY which seek to acknowledge the Maori culture. It was not possible for all recognition for doing so. I really Executive Members of those authors invited to meet the appreciate the time you are prepared Simon Barrie NSW deadline so their article s will appear to give especially in this pressured Maur een Bell NSW in the next edition . environment. I believe it is important Pip Bruce Ferguson NZ I would like to thank Jan Orrell, to publish articles about research in Shelda Debowski WA teaching and learning and reports Beatric e Hamilton VIC Kathryn Sutherl and and Pip Bruce Fergusson for making contact with the about new initiatives in teaching Sharon Parry NSW and learning , written in a popular writers and extending an invitation to Kay a Prpic VIC journalistic style to communicat e Heather Sparrow WA them to contribute . to a wide academic audience. I Cristin a Poyatas Matas QLD The article by N01man Jackson therefore encourage members to send Kathryn Sutherland NZ on Nurturing Creativity is reprinted me contributions of this kind in the Alison Viskovic NZ from the July issue of Educational coming months . Developments , which is the magazine HER.DSA Office This issue contains a brochure of the Staff and Educational PO Box 27 for the 2004 HERDSA conference Milperra NSW 2214 Development Association (SEDA), to be held in Miri, Sarawak, which an organisation with similar aims to Phone: +6129771 3911 promises to be exciting. Plan to be HERDSA in the United Kingdom. We Fax: +6129771 4299 there especially to support National have reached a reciprocal agreement Email: office(ii)herdsa.org. au academics who will be attending. with the editorial board of Educational Website www.herdsa.or g.au Developments so that articles can be Roger Landbeck HER.DSANews Editor Roger Landbeck 32 Monash Road , Tarragindi , Qld 4121 Phone +6 l 7 3848 0589 Fax +61 7 3892 5502 Email landbeck @.ozema i I .corn .au Editorial Committee Chri stine Bruce & Linda Conrad Issue Dates: April, August, November Contributions for the next issue must reach the editor by Monday 10 November 2003 They should be sent to Roger Landbeck at the abov e address. Adverti sing rates . Under review please contact the Office I Views expressed in HERDSA News are those I of the authors and do not necessarily reflect the views of HERDSA. Written material from HERDSA News may be reproduc ed, providing its source is acknowledged , Desk top publishing by Donna Bennett , Office Logistics , Brisbane Printed by Instant Colour Press , Canb erra

2 HERDSA NEWS ~~ December 2003 ~ Nga Kete O Te Wananga. The Baskets of Knowledge from page 1 powers to acknowledge the principles progress through to the post­ Maori academic interests can be of the Treaty ofWaitangi." graduate level. discussed, debated and deliberated The Victoria University of • Promote research on issues of on. Wellington Charter makes reference concern to Maori. In this context the Ihonui to a "Partnership with the Maori • Increase knowledge and was given an identifying name. People" and through this partnership understanding of all aspects of Toihuarewa in itself refers to the the University seeks: Maori life through teaching and pathway taken by Tawhaki, (te ara o research. • To encourage effective Maori Tawhaki), to achieve higher learning. • Conserve and impart all aspects of This is depicted in the poutama artistic participation within the University Maori existence through teaching design, that illustrates periods of and the wider community. and research. growth, work, ascent and by periods of • To protect the Maori language • Continue to develop the cultural plateau, consolidation and gestation. and Maori customs in a manner awareness of staff and students. There are strong themes of balance consistent with Maori aspirations. • Ensure a supportive and safe and perspective in the poutama. • To promote research in Maori environment for Maori staff and language, culture and history. students. Core Functions To continue to develop the Toihuarewa is an academic forum University Marae as the focal Toihuarewa that caters for Maori pedagogy. In point for Maori activity within the When I first arrived at Victoria an operational sense Toihuarewa University. University of Wellington in 2001 I functions as a Faculty that serves felt that there was a specific need for • To find opportunities for mutually Maori academic interests and a group or body that would be able beneficial partnerships with iwi. aspirations. Although the intention to provide, high level, quality advice of Toihuarewa is to provide for The University Mission and Goals around Maori issues. Toihuarewa the Maori academic opportunities and document provides an operational Ihonui, a committee of the Academic innovation, there are a number of core framework for the realisation of Board, emerged as a forum that is functions, which I will outline. A vital the values included in the Charter. perhaps very unique in New Zealand part of this process is co-operating The document refers specifically universities. with all the other university faculties to obligations arising under the The purpose of Toihuarewa is in the development of academic Treaty of Waitangi. It states that to advise the Academic Board, the programmes and papers and ensuring Victoria University will reflect its Vice-Chancellor, the Academic the University as a whole meets responsibilities under the Treaty of Development Committee, the its obligations under the Treaty of Waitangi by recognising the special Academic Committee, and the Waitangi. Research Committee on all matters relationship with the tangata whenua. • Toihuarewa facilitates a variety of concerning the development of Maori In order to achieve this it will: approaches to the expression of academic programmes and research both kaupapa Maori (Maori issues • Increase levels of Maori within the University. Toihuarewa and concerns) and matauranga participation m the academic also guides and assists the University Maori (traditional Maori process. to meet its obligations under the knowledge) within the University. • Secure greater representation of Treaty ofWaitangi. • Toihuarewa is a forum for cross­ Maori in the student body. It is pertinent at this point to explain some of the meanings behind disciplinary ideas and research on Enhance the recruitment and Maori issues and concerns. retention of Maori staff and their these Maori words and the concepts inherent in them. • Toihuarewa oversees the Maori participation at all levels in the academic interests of staff, students University community. Within a Maori ancestral house or whare, is a clearly defined and and tangata whenua. • Encourage the attainment of central space referred to as the • Toihuarewa acts as a sounding increasingly high academic Ihonui. This area traditionally allows board on any matters referred to it standards by Maori students, room for people to congregate and by the Vice-Chancellor, Academic particularly by supporting higher gather. Victoria University's Ihonui Board or other committees of numbers of such students to or Toihuarewa is to be an area where the Academic Board and can

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report on those issues as deemed Research Unit {TOWRU) at the Stout up to date with contemporary issues appropriate. Research Centre for New Zealand concerning Maori. Toihuarewa meets at least three Studies. It works in a bicultural mode. times a year and reports to the Its project investigating the Maori Conclusion Academic Board following each quest for Rangatiratanga (roughly Toihuarewa allows for meaningful meeting. There is a sub-committee translatable as autonomy), and Crown and credible dialogue in a multi­ or Toihuarewa Executive Committee responses to it, in the twentieth faceted partnership . This partnership that deals with the mundane, yet is between Maori, the University century is typical of its operations. The important administrative functions of and an acknowledged forum that research team comprises both Maori Toihuarewa. has an integral function in Maori and pakeha, and their ideas /findings Meetings often take place in the academic aspirations ... Toihuarewa. University Marae ancestral house etc are discussed at workshops The aspect of credibility is vital, and can be run formally, or they can which themselves consist of Maori if Maori educative needs are to be be run as a wananga or semi-formal and pakeha scholars . More recently, taken seriously and if the legislative discussion. TOWRU has taken such partnership and Charter requirements are to be (which itself reflects the partnership adhered to. Considerable work has Membership between Crown and Maori which is been done in this regard and continues A key component ofToihuarewa is embodied in the Treaty) to a different to be at the forefront of Toihuarewa the composition of its inclusive, rather level. It is the co-host of a successful decision- making criteria. As Pro-Vice Chancellor Maori I look forward to than exclusive membership. bid for Marsden Fund monies by continuing this work in partnership The Toiahurei or Pro-Vice the kaitiaki ("guardian ") tribe of with my staff and colleagues . Chancellor (Maori) is the Convener Waitangi, Ngati Hine, the first tribal of Toihuarewa. All Maori academic grouping to win a Marsden award. staff of the University can elect to Professor Piri Sciascia is Pro Vice­ This partnership (which also involves be members of Toihuarewa. The Chancellor (Maori) at Victoria Associate Deans (Students) may also the James Clendon Henare Maori University Wellington. He has a take this election . There are two Maori Research Centre at the University of strong background in the arts, student representativ~s, appointed by Auckland, and the Museum of New and administered the well-known the Convener, on the recommendation Zealand/Te Papa Tongarewa) aims to international Te Maori exhibition. of the Maori student body Ngai meld "western" and indigenous modes In June 2001, he was formally Tauira . There is one representative of scholarship . The subject , entitled recognised as a Tohunga Huarewa - of Te Matawhanui (Maori general "Landscape Transformation and one who has strived for and attained a pinnacle of excellence with regard staff), who is also appointed by the Human Interaction in Pre-1840 Bay Convener . Again, this process is to knowledge of Milori performing of Islands", is pre-1840 interracial consultative. There is also provision arts. contact in the Bay of Islands, the for two external representatives of Before 1ommg the University, crucible of the incipient colony; in Maori, including tangata whenua, Piri was an adviser to the Chief with interests in the University and particular, the ecological impact of Executive of Te Puni Kokiri. (The these representatives are appointed the west on landscape and people is administrative office that provides in consultation with external examined. This is an exacting and Miiori advice to Government). He stakeholder groups. The Convener challenging new endeavour, and is has also been Assistant Director­ considers annually, all staff teaching being monitored closely by both General of the Department of papers or undertaking research with Maori and pakeha scholars. Conservation, Assistant Director of significant Maori content and these the Queen Elisabeth II Arts Council This sort of inclusive membership staff are invited to become members and Director of the Milori and South allows for a wide range of views of Toihuarewa. The Pou Hautu or Pacific Arts Council. He holds a Executive Officer (Maori) and two in terms of discussion and debate. commemorative medal for service to representatives of the Wellington Toihuarewa also has representative the arts. College of Education complete the positions on the various Committees, Contact: Stephen Ihaka, membership ofToihuarewa. Faculty Boards and Institutes within Executive Officer Milori, Victoria Another of the members of the University community and this University of Wellington. Toihuarewa is the Treaty of Waitangi linkage is also quite vital in keeping [email protected]

4 HERDSANEWS ~~ December 2003 ~ Maori in Western Institutions

By Ngaire Rewarewa Wilson no Ngati Rongomaiwahine

Tena koutou katoa e nga waka tikanga/practices of our ancestors, Maori to be educated and graduate whakarei, nga ihoiho o nga maunga knowledgeable in our histories, and from Western institutions in the early tapu. Tenei au e pikau nei i nga meroiti informed by our own Maori theories 1900s stand as testimony to the ability o toku tapairu o Rongomaiwahine. He and ideologies. If the proposal to move effectively between two maioha ki a koutou nga kaiwhakaora, for "Maori-nisation" is met with worlds. Winiata explains that these nga kura wawawai kua patu haere i consternation by some, then I ask, if leaders, "stood in two worlds: they te huanui hei arataki i a tatou te iwi we claim to be Maori academics what represented the Maori to the European, Maori. Ka huri ake au ki te mihi ki a is it about our practice that makes while at the same time speaking to Kataraina nana ahau i akiaki i poipoi us "Maori academics" and not just the Maori for the European" (1967, kia takoto mai i nga korero nei. Na "academics"? p. 155). These Maori leaders were reira, e nga rangatira tena koutou, tena Secondly, I propose that Maori steeped in Maori language and culture koutou, tena koutou katoa. academics must facilitate critical and able to stand strongly in both the Firstly, thank you to Kathryn learning for Maori students. This Maori and Pakeha worlds. They were Sutherland for recognising an learning involves the development of a "masters of the English speech, ... opportunity for me to contribute to critical and coherent conception of the/ and versed in the European culture" HERDSA News, especially as this their Maori world and a consciousness (Winiata, 1967, p. 151). However, issue focusses on indigenous issues of their Maori histmicity. Maori Winiata also explains that "much more in higher education in Aotearoa and students must gain an understanding they were masters of Maori culture" the rest of Australasia. As a lecturer and critical consciousness regarding (Winiata, 1967, p. 151). We need to within Te Kawa a Maui, the School of the pre- and post-colonisation be asking ourselves these questions: Maori Studies at Victoria University of experience of Maori society. Based are we masters of Maori culture? Are Wellington, and also as tangata whenua on my observations within my current we Maori academics who are able to of Aotearoa, I welcome the opportunity educational institution, it appears stand in the Western world and Maori to provide a perspective on Maori that few Maori students understand world? These, to me, are issues of issues within higher education. I will our history of colonisation and "Maori-nisation". focus on Maori students and academics the devastating impacts on Maori To achieve "Maorinisation"we need participating in Western institutions. I society and culture. This is a serious to strive to have a strong foundation in do this because the institution I teach issue that must be addressed. I also our ancestral tongue. As Karetu ( 1993) in, Victoria University of Wellington, propose that Maori academics must explains, the key to the rhetoric of is Western. I have not been a student of assist Maori students to engage in our Maori world is our indigenous 2 Whare Wananga, Maori institutions of this "inward journey" to know their language. Our language is not merely higher learning, and thus cannot claim culture, to know themselves. Integral a means of communication, but allows to know the issues for Maori there. I to this is gaining knowledge about our access to the values, beliefs, present these ideas to stimulate and our culture: traditional, historical traditions and histories of our people. promote discussion on what I consider and contemporary. This is why As Dewes states, te reo Maori/the to be contentious but important issues "Maori-nisation" is important to Maori Maori language is "the most basic and for us. In Maori terms, I am promoting academics. To enable us to facilitate essential feature of the Maori culture" whakawhiti whakaaro, the exchange access to traditional, historical and (1974, p. 6). This may for some, be of ideas. contemporary Maori worlds we must harking back to the contentious ideas Two key issues drive this paper: be "Maori-nised", we need to know of one New Zealand's early scholars. these worlds. Ifwe do not, how are we The well-known statement by Maori 1. the role of Maori as academics to facilitate access to them? Having scholar and leader Sir Apirana Ngata in Western higher education made these broad statements let me has, for decades, engendered debate institutions; and elaborate. within Maori society. Apirana Ngata 2. the critical learning which Maori I recognise that academics have challenged Maori by stating, "Ki academics facilitate for Maori varied roles within the University, te kore koe e mohio ki te ko rero i te students. across faculties and disciplines. reo Maori, ehara koe i te Maori", - If Both issues are inextricably However, the roles I want to address you do not speak Maori, you are not intertwined, and I'd like to initiate are those we have as teachers who are a Maori. My position is to say, if we the discussion by making two broad Maori and also as teachers of Maori do not strive to speak Maori, how can statements. Firstly, I propose that Maori students. To function effectively in we access the rhetoric of the Maori academics need to be "Maori-nised" 1 both the Maori world and Western world? How then can we claim to be in our thinking, our teaching and the world is not a foreign concept to our Maori academics if we cannot access philosophies informing our practice. people. Our leaders and educators this world? I know these statements 1 We should strive to be proficient in of the early 19h century provided a raise questions of identity. I am not our ancestral language, versed in the model for our practice today. The first challenging whether an academic of

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Kil~HERDSA NEWS ~ December 2003

Maori descent, that is a person with the epistemological and philosophical responsibility to my ancestors. They Maori whakapapa/genealogy, is a basis within Maori ways of knowing. are relying on their mokopuna/ Maori or not. What I am suggesting By this, I refer to constructions of grandchildren to uphold the mana 5 is that we consider what it is to be a knowledge that have at their base a of our families. Hence, I am finally Maori and an academic, not a Maori or grounding in Maori epistemology and compelled to ask, are we fulfilling our an academic, but a "Maori academic". gain legitimacy from within the Maori roles and upholding the mana of our E kore e ngaro he kakano i ruia world. This is Maori knowledge, ancestors through our actions as Maori mai i Rangiatea.3 not because it gains legitimacy from in Western institutions? Next, let us consider our role Western or non-Maori worlds, but as teachers of Maori students. I because it is validated from within the Ref ere nee List Maori world. Maori academics within propose that Maori academics have Maori Academics an important role in preservation of Western institutions should facilitate Dewes, T.K. (1974). Maori oral arts. traditional knowledge, recognition of the development of Maori students Wellington: Victoria University of historical knowledge, and creation of theorising and dialoguing from a Wellington. new Maori knowledge - regardless Maori epistemological basis. of the faculty or discipline we work The issues I have raised in this Karetu, T. (1993). Toku reo, tom mana. within. Like the traditional whare discussion are applicable across all In Witi Ihimaera (Ed.), Te ao wananga, the Maori academics of sectors of education, compulsory, marama 2. Auckland: Reed Books. today have an important role in the tertiary, and national. They also McCarthy, M.B. (1995). He hfnaki preservation and dissemination of have relevance within all positions tukutuku: Rangatiratanga, whare our traditional knowledge or nga of leadership and responsibility with wananga and the state. Wellington: taonga tuku iho/the treasures passed regards to Maori society, whether it He Parekereke, Department of on by our ancestors. The purpose of be political, economical, social or Education, Victoria University of traditional whare wananga included otherwise. Furthermore, these issues Wellington. the preservation "for all time of are not new. Maori academics have Mitira, J.H. (1972). Takitimu: A history the ancient lore, the history and for some time been deliberating the of the Ngati Kahungunu people. genealogies of the race" (Mitira, 1972, role of higher learning for Maori and Wellington: A.H. & A.W. Reed. p. 49). The role of the graduates from the role of Maori within academia. Smith, L.T. (1999). Decolonising these wananga was to "pass on old­ Yet, I would like to extend the methodologies: Research and time lore unchanged to succeeding discussion and encourage us to indigenous peoples. Dunedin: generations" (Best, 1923, p. 71). We philosophically examine our roles in Otago University Press. need to recognise and acknowledge Western institutions. Though I have Winiata, M. (1967). The changing this as an important role of teaching focussed this discussion on indigenous role of the leader in Maori and learning in contemporary higher issues for Maori, I am sure that other society. Auckland: Blackwood & learning institutions, Western and indigenous peoples are engaging in Janet Paul Ltd. Maori. similar discourse. I would welcome Non-Maori Academics Maori academics must also a continued dialogue on these issues, encourage the consciousness raising as Diggins explains, we can look to Best, E. (1923). The Maori. Wellington: and historical grounding of Maori each other for guidance and we "can Harry H Tombs Limited. students. Maori students need to have a recognise and inspire one another Diggins, J.P. (1989). Gramsci and critical understanding of our historical across the boundaries of time and the intellectuals. Raritan, 9(2), and contemporary experiences of space" (1989, p. 145). 129-153. colonialism in Aotearoa. Smith (1999) Hokia ki nga maunga kia purea Giroux, H.A. (1983). Theory and proposes that we need to engage in the koe e nga hau a Tawhirimatea.4 resistance in education: A processes of "decolonisation" of the I would like to conclude this pedagogy for the opposition. mind. Mahuta refers to this process discussion with a whakataukI/proverb. London: Heinemann Educational as "he hurihanga o te hinengaro This whakataukI has a symbolic Books. - a revolution of the mind" ( cited in message and tells Maori to return Footnotes McCarthy, 1995, p. 111). It will be to their sacred mountains and be the Maori students in higher learning cleansed by the winds of the atua/ l. I have borrowed the term Maori-nise institutions now, who will assist Maori god Tawhirimatea. The colonising from Dewes (1974) who spoke of society to reclaim our knowledge experiences have endeavoured to take Maori-nisation. that has been "submerged, hidden or Maori away from our homelands and 2. Term used by Giroux (1983) driven underground" (Smith, 1999, p. the knowledge of our ancestors. We 3. Translation - "Never will be lost the 69). They will be the future leaders Maori academics need to unveil the seed sown from Rangiatea". who will unearth, contribute to and realities of our colonial experience 4. Translation - "Return to your build our understanding of Maori and encourage Maori to return to mountains that you may be cleansed knowledge, culture, history, theory their sacred mountains. These sacred by the winds ofTawhirimatea". and philosophy. mountains represent the knowledges 5. In the simplest form, mana translates Finally, Maori academics and of our ancestors, the genealogical as influence, prestige, and power. Maori students have an important connections to our homelands and role in the continued creation the steadfast roots in our culture. I Ngaire Wilson is a lecturer in the of Maori knowledge within our have embarked on my own "inward School of Miiori Studies at Victoria contemporary world. An important journey". I have felt the need to realign University of Wellington feature of this knowledge creation is with my people and sense an enormous Contact: [email protected]

6 HERDSANEWS ~~ December 2003 ~ How can we Reduce Student Drop-Out Rates in a Non­ Traditional University?

~y Kieren Hewitson, Mathew Manawaiti, Ted Clark & Pip Bruce-Ferguson

Introduction envy of other universities in New likely to "retreat altogether from the Maori are the indigenous people Zealand, some of whom see us as a task or, with mounting anxiety and of Aotearoa/New Zealand. Under the threat. But, as Pitkethly and Prosser self-doubt, put off approaching it until (2001, p. 186) indicated, attracting the the last moment, by which time it is terms of the Treaty ofWaitangi, signed students in the first place is one thing, almost impossible to produce work of between Maori and the British Crown but retaining them is something else. high quality" (ibid.). in 1840, they were assured of equal "Student withdrawal and recognition partnership in a range of areas as the In another Australian study, of the adjustments that students country developed. In education, this Clifford ( 1999) suggests that need to make in their transition from equal partnership has not happened. "traditional university education has school to university reflects a concern Proportionate to their numbers in been characterised as individualistic world-wide." They cite Australian and competitive with students society, Maori are underrepresented in figures that show university drop-out higher education, and are more likely discouraged from studying with peers rates of approximately one third of for fear of influencing each other's to drop out of high school without all enrolments. Approximately ha~f work" (p. 117). Clifford argues against achieving qualifications. The schools of those drop-outs occur during the this model, saying it denies students have, in the main, operated as though student's first year. Interestingly, these the enrichment and enhancement the traditional British-based education authors suggest that "there is general they gain from discussing ideas provided is a "one size fits all", when agreement in the literature that a high and sharing resources. She quotes in fact the formal education provided proportion of students either withdraw the work of other authors to show has not taken account of Maori or fail because of adjustment or that collaborative processes such as preferences in educational practice. environmental factors, rather than group work actually enhance student Our university, Te Wananga o because of intellectual difficulties" learning and skill acquisition. She Aotearoa, has attempted to rectify (ibid.). does, however, recognise that change this historical deficiency by providing Parts of these adjustment or is difficult in traditional universities education built on more compatible environmental factors revolve around where staff may have to "relinquish ways of delivery and support for feelings of insecurity or inadequacy control" and find the change in Maori. Interestingly, this provision in a new environment, particularly the learning environment as "very has also worked effectively for people when students may have had negative threatening" (p. 124). Yet it is the from other cultures whose needs have prior educational experiences. In collaborative approach, the use of not been well met either by traditional a 1999 study by Archer, Cantwell group work and the encouragement education. We have been in existence and Bourke, the authors note that of sharing among the students that is as a tertiary provider only since 1982, "A highly competitive environment inherent in the learning practices of the and formally designated a Wananga can arouse feelings of anxiety in Wananga. It is not an approach that is (or Maori university) only since 1994. students who fear being exposed as unique to New Zealand's indigenous In the past three years, our student incompetent" (p. 33), and that students people either; in a study of academic numbers have increased exponentially need a complex range of skills in success in Aboriginal and Torres from 682.8 full time equivalent (FTE) order to achieve. These include "an Strait Islanders the authors claim that students in 1998, to 20,768.8 FTE awareness of necessary cognitive and their indepth, "streamed" program students in 2002. Actual student self-regulatory strategies, and when demonstrated "an appreciation of numbers were 920 in 1998, growing and how to deploy them" (p. 32). students' identities as Aboriginal to 44,158 by 2002. These numbers They need feelings of confidence that and Torres Strait Islander people ... make the Wananga potentially New they can succeed; have motivation to this resonated with the students and Zealand's largest tertiary provider. complete their tasks; and that they positively influenced their study" Tertiary institutions these days should be "in an environment that (Di Gregorio, Farrington & Page, 2000, spend significant amounts advertising encourages perseverance and keeps p. 304). The students felt that shared themselves in order to attract students, anxiety to a manageable level" (ibid.). understandings of their perspectives and our increased numbers are the If these factors are lacking, they are mean they weren't constantly having

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to explain themselves, as they would who can test students' hearing and site field trips and the like, and these in mixed cultural classrooms, and had vision, and assist with the provision of now cover the city at the start and end confidence to speak in front of their glasses or hearing aids when needed. of the day, picking up students from own where they would feel "scared to Academically, we have a Leaming designated service stations close to talk up" in a mixed classroom. Support service whose staff assist their homes. At the Wananga, similarly, the with reading and writing support, So a range of interventions, some whole institution is based on Maori assignment assistance etc. This can wananga-wide, some specifically kaupapa (ways of doing things). We happen either in groups or in a one-to­ implemented at Raroera, has been start the day - and most meetings one environment where students can tried. All have had some degree - with karakia (prayers). The tauira seek help without feeling embarrassed. of success, with one or two being (students) are considered to be In a previous academic audit, students extremely successful. Apart from the most important aspect of the told the auditors that they appreciate the change in allocation of hardship institution, and the institution attempts this support; that their teachers are funding, nothing has been deemed to ensure that they are provided with seen to be supportive and that the to be unsuccessful or unworthy of appropriate education, and that their competency-based assessment now continuing. In fact, from statistical needs are met if possible. It is in this common in New Zealand has helped data on 2003 retention rates, on environment that the Raroera campus them to diminish the "failure" label Raroera campus, of 26 courses and "case study" is presented. that norm-referenced assessment, programmes offered, retention rates common in earlier days, has caused. were 100% for l O of these; between Raroera: A Campus Case As with the Aboriginal and Torres 80 and 96% for 12 of these, and of the Study Strait Islander study cited earlier, our remaining 4 courses none fell below students have a range of personal A range of approaches has been 50%, with one at 79.5%. It would and family issues that can impinge tried at the Raroera campus of the appear that the Wananga's retention on their success. One intervention Wananga. The campus opened in strategies have worked remarkably that has greatly assisted us to attract 1997, and assistant manager Kieran well. and retain students is the wananga's Hewitson explains that what is different We will now continue the paper "free fees in the first year" system, at the wananga is thhaka" or singing, action and fund to assist students to attend tangi week courses; there is one intake per haka practices. Overall, then, the (funerals, attendance at which is an month so at any time there might be physical and social environment of important part of Maori culture). This a range of students in the classroom, the wananga is quite different from a is now set at a maximum of $50 and from those just starting to those near traditional tertiary organisation. is a grant, following the failure of a completion. This obviously puts quite As well, a wide range of pastoral previous scheme that made available a demand on the tutor to manage care is provided. Kieran notes that "in larger amounts as a loan. These such a wide range of abilities. As traditional universities you can pull loans were frequently not repaid, the programme is "online delivery" out or fail, and no-one cares". At the hence the change. Also, the $50 is with some classroom-based practice, wananga, if students are absent there made available as petrol or grocery students have the opportunity to are fairly immediate attempts made to vouchers to minimise the risk of the progress at their own rate. However find out the cause, and provide help money being spent inappropriately. it was found in the early stages if needed. For health issues, we have The new system seems to be working that the specified 6 hours per week a medical centre where students or well, and is appreciated by students. of classroom-based input was staff can access free doctors' visits. Transport to and from class is a insufficient so this was extended to 9- The Student Support Officer organises common problem. Just recently 12 hours so that the students received visits from the likes of the breast (commencing in July), a bus service the support they needed. Additionally, cancer screening unit; from health has commenced. Raroera has access the largely self-paced nature of the workers advocating smoking cessation to four I I-person vans, commonly programme meant that students would programmes; from health advisors used for transporting students to off- often wish to access the computer

8 HERDSANEWS ~~ December 2003 ~

suite (with tutor help available) in experiences they had, whether it was then drive to and from class, picking a range of different hours, so the membership of social clubs, being up and dropping off students as she tutors organised a roster that enabled secretaries for groups or whatever. progressed . Ted noted that if they the computer suite to be open from These experiences were drawn on to had not organised this transport, the 9 a.m. to 9 p.m. five days a week, with help students learn Microsoft Word students wouldn't have been able weekend tutorials available from 9 - I - by making the program relevant to to make it to class. The Wananga on Saturdays. They rostered tutors on the outside world, and the students' covered his petrol costs when he was so that one did the 8:30- 4 p.m. shift, own experiences. involved in picking up students, but and the other a l p.m. - 9 p.m. shift, If students failed to turn up for that was all. This dedication is another and they alternated weekend tutorial class, the first time Ted would work example of the "aroha clause" that work. All this support was done to through class contacts, perhaps another colleague referred to earlier meet the needs of the students; tutors someone who lµ}ew the students in the paper. provided this on what one author calls well, and check on them that way. Ted's other attempt to go the extra "the aroha clause" [with aroha being If the student still seemed intent on mile for students involved flexibility love], i.e. out of commitment to the dropping out of the class, Ted would as far as those with childcare problems students and their success, and to the ask them to stop in and have a chat were concerned. He did not pressure organisation. This "going the extra about the reasons, and whether there them if they were late to class, because mile" did seem to reduce the dropout was some other course that would "on Friday when they have student rate for students in the class. better suit their needs. He was not learning time [the late students] could come in, and I'd catch them up". An IT Tutor's Example content to let them fall by the wayside without a fight to keep them. He says Even though this meant having to Ted is now working as an he didn't "chase them too hard, just try reteach material that had been covered Education Advisor, with responsibility to help them out". earlier in the week, Ted said, "I didn't in the computing area. Previously, mind - it was a good time with these though, he was a computing teacher at One strategy that worked really well, particularly given a "really, students". Teachers like Ted, who Raroera campus. Colleagues cite him implement the Wananga's prioritizing as a great example of the Wananga really boring" topic like programming theory, Ted would organise offsite of students and their needs on the ethos in action. Ted tried to work out Raroera and other campuses, have the really good strengths that each camps - nearby Pirongia Lodge, on the slopes of a small mountain, would been pivotal in maintaining student student had by sitting down with each attendance and assisting those who be hired for two days. The students student in the first two weeks of class, might otherwise drop out. and finding out what they liked doing really liked that, as it made learning and felt they were good at. Then he'd much more enjoyable than just sitting Conclusion pair students up with a person who in the classroom listening to the A range of interventions has been had strengths that the other didn't teacher. "Noho marae" or sleepovers discussed in this paper. Key principles have. This meant they could interact on a traditional Maori meeting identified by the Wananga as effective with a buddy, help and be helped, at place (the marae) were common across the institution are the need to their own level, as he says it's not experiences to many students, and Ted design education that fits the learning always easy for students to reveal their tried to make the learning experience style of the students, compared with weaknesses to their tutor. He says that like one of these, where students were traditional education's tendency to being able to help as well as be helped encouraged to form little groups to help fit the students to a pre-determined meant that students didn't always feel with entertainment, cleaning, cooking delivery style (backed up also by they were the weak one. He also said etc. Ted described the experience as the DiGregorio et al references); that he didn't force students to do "really choice" and it seems obvious the need to take note of the cultural things; rather he got them to look at that his students also appreciated it. style of the students - their need what they liked doing, and built on These were multicultural groups, too - to have family commitments such that. not just Maori. He had Cook Islanders, as childcare or funeral impacts on Ted practises adult education Maori and European students, and the attendance considered (again, backed - even though the students might experience worked well for all. by DiGregorio et al); and the need be young, he taught them as he Earlier in the paper we referred to to make appropriate provision for I would adult students. He made the buses that are now organised to go the encouragement of low-income " clear to them that there were certain around picking up students from local students who otherwise might not expectations they would have to areas. Ted ran a virtual taxi service in access tertiary education for meet. When students were feeling the early days of Raroera, identifying example, through the "free fees" first more comfortable with him, later in at the interview stage who might have year, the assistance with travel, and the course, they said his strategies transport problems, and organizing the flexibility in classroom access were a good way to break the ice, pickups for them. This might be by time evident in the IT course, which and to prevent all the bright people buddying up with other students enabled parents to share childcare congregating together with the weaker who had cars, by picking them up responsibilities but still attend class students left out. Ted drew on the himself, or by arranging for a mature when the partner was not working. diverse backgrounds of his students, student who lived furthest away to As has been seen in the course and encouraging them to draw on relevant be loaned a Wananga van. She could tutor case studies above, these key

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principles are being well implemented Higher Education Research and Higher Education Research and at individual level through the Development, I 8( 1), 31-54. Development, 20(2), 185-198. commitment of course tutors, whose Clifford, V. (1999) . The development Kieren Hewitson is Assistant Head, active practice of the "aroha clause" of autonomous learners in Raroera Campus (Hamilton), Te is a tribute to their desire to do their a university setting. Higher Wananga o Aotearoa (Translation: best both by the Wananga and by their Education Research and University of New Zealand) students. Development, 18(1), 115-128. [email protected] Note: an expanded version of DiGregorio, K., Farrington, S., & Mathew Manawait is Education this paper was first presented at the Page, S. (2000) . Listening to our Advisor, Te Wananga o Aotearoa ALARPM/PAR World Congress m students: Understanding the factors [email protected] Pretoria, South Africa, on 24/9/03. that affect Aboriginal and Torres Ted Clark is Education Advisor, Strait Islander students' academic Te Wananga o Aotearoa References success. Higher Education [email protected] Archer, J., Cantwell, R., & Bourke, Research and Development, 19(3), Pip Bruce-Ferguson is S. (1999). Coping at university: 297-310. Research Support Manager, Te An examination of achievement, Pitkethly, A., & Prosser, M. (2001). Wananga o Aotearoa pip.bruce­ motivation, self-regulation, The first year experience project: A [email protected] confidence, and method of entry . model for university-wide change. Contact: [email protected]

10 HERDSA NEWS ~~ December 2003 ~ Indigenous Issues in Higher Education and Research: A Report from the 2003 i i Indigenous Researchers Forum I .; I I By Lester-Irabinna Rigney

To describe what are some of the Indigenous scholar that is a recent quiet methodological revolution in issues facing Indigenous Australians phenomenon . research where Indigenous Australian in Higher Education and research I These forums bring together intellectualism have capitalised on want to outline my attendance at a community historian, scholars, various theoretical positions emergent recent conference. researchers and post-graduate in post-colonialism, post-modernism I have just returned form the fifth students to rigorously engage in the and feminist theory. There has also annual Indigenous Researchers Forum critique of academic research and the been fertile ground for Indigenous held on 1-3 October, at the Australian knowledge production process. The Australian scholars to borrow from prime objective is the promotion of a Institute of Aboriginal & Torres Strait what has been seen as oppositional robust Indigenous body of knowledge 1 discourses to unravel complexities Islander Studies (AIATSIS) • This for addressing our status as colonised that effect Indigenous peoples. forum was held in partnership with peoples. Such forum has become a the Australian National University hub for the new think tank emerging The opening address at the 2003 (ANU) and the University of Canberra for contemporary critical Indigenous forum was presented by acting (UC). The Indigenous Researchers scholarship. Chairman of the Aboriginal and Torres Forums have emerged from the six The 2003 forum discussions Strait Islander Commission (ATSIC), Indigenous Centres of Excellence that highlighted that contemporary Lionel Quarten:naine. His paper were funded in the late 1990s. Indigenous Australian intellectualism titled "Indigenous Research: What's Like this year, I recall how excited has drawn on a long history of It About?" raised some interesting I was to attend the inaugural 1999 social and political activism for insights for public policy that effect Indigenous Researchers Forum that self-determination. Many speakers Indigenous lives and its connection to openly acknowledge and celebrate 5 was then hosted by the Umulliko research . A key element of his paper past achievements of early Indigenous Indigenous Centre, University of was the need for Indigenous agencies 2 activist and scholars whose struggle Newcastle . This conference was opened the doors to university for and individuals to forge partnerships the first of its kind in Australian others. The debt owed is enormous with governments, business and peak history. Such a conference would but one many acknowledge. The bodies including universities and have been unthinkable twenty years Indigenous Researchers Forums researchers to advance the policy earlier. Unthinkable in the sense that an engaging site where Indigenous agenda. it was not until 1966 that Australia researchers gather to share experiences Quartermaine was clear that 3 witnessed Kumantjayi Perkins , and to chart an Indigenous theoretical researchers can help Indigenous the first Aboriginal Australian and political future amongst ourselves. communities and individuals reach undergraduate to graduate from a It is also the place where Indigenous their full potential and pledged that Australian researchers explore our university. Unthinkable according ATSIC is committed to conducting cultural and intellectual history, our to Colin Bourke (1994, p. 1), the and supporting research that scholarly criticisms and examine the first Indigenous scholar to become contributes to improved outcomes role of the Indigenous intellectual in Dean of a Faculty, who declared that an Indigenous Australian future. for Indigenous peoples and their "Indigenous Australians rarely, if communities. However, he also The creation of the Indigenous ever, participated in higher education Researchers Forum has been a claimed that "history has shown a courses in the first 175 years of significant historical moment for poor relationship existed between 4 European settlement in Australia" • research in Australia. Like any other Indigenous peoples, researchers, The emergence of Indigenous conferences, forum papers are varied universities, governments and policy Researchers Forum specifically in theoretical content and accompanied makers". Here Quartermaine offers correlates to the emergence of the dialogue. Its impact has caused a insights for institutional management

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of research for both universities and to research and commercial gain. and axiologies (the disputational research funding bodies. Indigenous people should share as contours of right and wrong or He went on to argue that some of equal partners in this kind of research morality and values);7 the major tensions that exist between and development". A poignant • The production and legitimation research and Indigenous communities concluding remark by Quartermaine of research that is "culture" and include: was: "race" bound; • Research that is framed by the When Indigenous peoples become • Lack of clarity about the intellectual the researchers we move towards researcher's priorities and interest property ownership of Indigenous rather than the needs oflndigenous control over our futures. We begin to harness effective mechanisms knowledges once they are brought communities. by which communities themselves into Australian universities; • The reduction of Indigenous determine their own priorities • The complexities of the non­ and needs. In other words, this is ownership of Indigenous Indigenous supervisor/Indigenous Intellectual property. an essential part of our own self­ govemance. ATSIC acknowledges student relationship e.g. power, • The lack of ongoing consultation, the need for Indigenous peoples to history of Australian "race" negotiation and involvement of determine our own research needs 6 relations, differences in speaking Indigenous communities in the and priorities . pos1t10ns to research between design, facilitation and publication This is not to suggest that Indigenous and non-Indigenous of research. Indigenous researchers are free from communities; • Inappropriate research biased in research about Indigenous • The quantity, quality and effect methodologies and ethical research issues, but that Indigenous researchers of historical and contemporary processes. working with their communities can research into elements of Effective, appropriate and determine their own research needs. Indigenous histories, identities and culturally sensitive research is Quartermaine's address highlights the cultures; challenges and complexities that are needed in relation to ethics and • The role that research institutions before the Indigenous communities protocols, and the recognition and and funding bodies play in and their scholars. Indigenous protection of Indigenous cultural determining what is researched and intellectual property rights. Australians realise the role Western within Indigenous communities, traditions of science have played in our In speaking of ethics, Quartermaine the ways that research is conducted colonisation, and recognise science's provided two research examples in and the effect of research findings alignment to the policies and priorities Queensland. on Indigenous peoples; The first involved ATSIC's of the nation/state. More recently, Indigenous peoples have embraced • The double bind nature of research Cairns and District Regional Council that has its roots in the historical conducting a study last year of higher education and scientific research as tools for social and effects of past colonisation Indigenous cultural and intellectual practices while at the same time property rights in the far north economic mobility. What is evident from the Indigenous Researchers producing knowledge that can Queensland region. He claimed "the contribute to self-determination study found that there is no adequate Forum is whilst Indigenous scholars and self-aspiration of Indigenous protection for Indigenous cultures welcome our accommodation into peoples; that are threatened by the increasing the university system, Indigenous Indigenous commumtles interest in Indigenous communities by peoples remain dissatisfied with research projects and programs". some scientific philosophies and harnessing the power of research; Similarly he identified in "North institutional practices that underpin • Ethics in research that fosters Queensland the growing interest in knowledge production systems. partnerships to prevent exploitation; the rainforest by bio-prospecting Other papers by Eve Fesl, and and other bio-technology research Marcia Langton, Len Collard, Mick • The over-riding sense of urgency of and industry sectors. These research Dodson, Sally Morgan Jilpia Jones, Indigenous scholars to determine, and development interests are being and John Lester, to name but a few, in consultation with their supported by the Queensland State all spoke in varying degrees to the communities, their own research Government through legislation and production, reproduction, legitimation needs and priorities, including the agreements for development in bio­ and dissemination of knowledge training of their own researchers. discovery". that operates inside universities and The development of this critical According to Quartermaine, funding institutions of research. framework for identifying and "Indigenous cultural knowledge is a Although not exhaustive some of addressing the barriers in research major component of bio-prospecting, the major barriers to the uptake of symbolically demonstrates that and this cultural knowledge lies at Indigenous research were identified Indigenous scholars and their the heart of Indigenous connections that include: communities are not overwhelmed to country". A passionate point made • The dominance of western by these problems nor are we short of that "any research activity in bio­ inspired and oriented ontologies solutions. For me, an exciting aspect prospecting or other activity must (assumptions about the nature of the Indigenous Researchers Forum recognise the value of Indigenous of reality), epistemologies (the is that our success does not rest on knowledge and its contributions ways of knowing that reality) whether there is uniformity on the

12 HERDSA NEWS ~~ December 2003 ~ problems nor their solutions, but that The Indigenous Researchers Forum assigned to those who have passed a commitment is made to the forum's is an important site where intellectual away. future where ideas can be defined and pursuits can contribute to this agenda. 4. Bourke, C. (1994). Aboriginal re-defined by robust debate. For me the matter at hand is the Autonomy in Higher Education. The 2003 forum highlighted that competitive nature of university funds Proceedings of the National Indigenous Australian Intellectual to attend the next forum. Aboriginal Higher Education production is not pre-occupied with conference, Final Report, correcting poor science about us by Endnotes Fremantle Western Australia, 11 non-Indigenous researchers. Although 1. See AIATSIS Website for IRF July 1994. bringing theoretical turbulence to neo­ program http://www.aiatsis.gov.au/ 5. The address can be located at colonial text remains important, the r s re h/ con fer enc e s/ i rf2 0 0 3 / http:www.atsic.gov.au/News_ forum provides the opportunity for index.htm (Accessed November Room/speeches_ transcripts/ Indigenous scholars to seek their own 6, 2003). ground for intellectual engagement. 2. The forum of Indigenous default.asp?id=2926 (Accessed Speakers at the forum articulated what academics, Indigenous researchers, November 6, 2003). is central to Indigenous Research is and Indigenous postgraduates 6. See http:www.atsic.gov.au/News_ that Indigenous Australian ideals, was the first gathering of its kind Room/speeches_ transcripts/ values and philosophes are core to in Australia to focus primarily default.asp?id=2926 (Accessed the research agenda even if there is on research. It was organised November 6, 2003). by Umulliko Indigenous Higher difference about what constitutes such Education and Research Centre Lester-Irabinna Rigney is a values and ideals. at the University of Newcastle. Narungga, Kaurna and Ngarrindjeri After boarding the plane to return Forum proceedings on web: http/ man. He is a Senior Lecturer within to work at the Yunggorendi Centre at /www.ion.unisa.edu.au/umulliko/ the Yunggorendi First Nations Flinders University I was clearly on an (Accessed August 8, 2003). Centre, Flinders University,Adelaide, upward high. As I write, I reflect that 3. As is my Narungga custom I Australia where he is the Director of Indigenism and its intellectual work use the appropriate name of Studies-Indigenous Studies. seeks to make research, its discourse Kumantjayi here to pay cultural and institutional structures more respect to Charles Perkins and Contact: inclusive of the Indigenous experience. his Arremte Nation. This name is [email protected]

13 ,..

~~ HERDSANEWS ~ December 2003 Obstacles to Aboriginal Students Success at University

By Heather Gibb

Recent research at Charles Sturt experience the tension as though areas were not familiar with. Through University (CSU) in New South caught between cultures. this feedback academics are able to Wales (funded by an Australian Other difficulties were also "unpack" their explanations more and Research Council Linkage grant) highlighted. Each of these are common give more introductory material to has investigated how operational to university study for Aboriginal gradually introduce unfamiliar terms processes in the university may people and do not just occur at our and ideas. Students' feedback also provide obstacles to Indigenous non university. However, in supporting highlighted the need to begin with metropolitan students wishing to study this research CSU is committed the practical - where people in rural to finding ways of addressing the health courses by distance education. and remote communities are at - and difficulties identified. make theories and models relevant Distance education offered by CSU We found that students were able to the practical problems people is a very popular option for remote to survive the rigours of university there need to deal with. Our research people because of its flexibility. study by distance, if they could demonstrated that people's lives are However, like most universities get to know one or two people on often complex and filled with personal there is a high number of remote staff really well, who they could challenges. However, these students and Aboriginal students who do not refer to when problems arose. This who took time to participate in the complete their course for one reason reduced the impersonal nature of the research showed great motivation as or another. Our project intended to negotiation that was necessary when well as the desire to learn, despite their find out why. time extensions were requested, or life challenges and obligations. Aboriginal people have often information sought about assignment Time flexibility, practical focus of work for example. described themselves as occupying a learning materials and clear orientation "half way" or hybrid space between Students asked for some face-to­ of new students to study skills in face connection between the twice tertiary education, are all principles two cultures, in which they must yearly residential schools, to boost that can help students achieve their try to understand and conform with the personal connection between study goals. Each of these represents expectations of the mainstream students and staff and supplement a point at which the two cultures educational culture, while at the same the online communication normally - academic and Aboriginal/remote time reconciling tensions between that used. They requested small group - can collaboratively evolve new culture and their own. work to enhance "buddying" with teaching styles that lowers the One example of this was discovered other students. This was addressed by professional hurdles somewhat, that in the results of our research. some lecturers by having orientation Aboriginal people find themselves Aboriginal students in respect of and debriefing sessions at residential having to jump . their own cultural values, leave their schools, in which students were Professor Heather Gibb is Director, study commitments aside when grouped together who came from the Rural and Remote Nursing family needs require their attention, same region. Some assignment work Development Unit at Charles could also be carried out within the Sturt University Bathurst. She has returning to study when the need is group. researched and published in Aged resolved. In an Aboriginal cultural Students identified two areas Care and rural nursing in mental context this is considered responsible of academic difficulty which the health as well as Aboriginal health behaviour. In non Aboriginal culture university takes responsibility in and professional education. An people are expected to juggle family addressing, through more intense interest underlying this research area commitments around study or orientation work. These difficulties is the theoretical critique of policies work. Hence from the university's were to do with use of "jargon" by of health care delivery and health perspective this behaviour is often lecturers, terms as well as abstract education. considered irresponsible. The students concepts, that students from remote Contact: [email protected]

14 HERDSA NEWS ~~ · December 2003 ~ A Thought Piece

By Jane Robertson

As the memories of Christchurch centre" teaching, subvert its traditional hear from our leading researchers mid-winter cold fade and the hierarchies. and scholars in higher education excitement and intensity of HERDSA Despite rhetoric to the contrary, about their current thinking, about conference conversations give government and institutional policies the problems they are grappling way to the reality of institutional of accountability are actively with, about the processes of shaping restructuring, research (and possibly undermining such an approach to knowledge as well as about their teaching?) assessments and myriad teaching and learning. In relying as knowledge "products". Let's model in daily distractions, it is worth pausing heavily as they do (at least in New our conferences the learning processes to ask a few questions. Why do Zealand) on student evaluations to that we espouse in the classroom and we attend conferences? What determine the quality of teaching, induct new researchers into a genuine do we hope to gain? What is the institutions encourage a pedagogy that community of inquiry as opposed purpose of a conference? Are there is safe, consumer-friendly, outcomes to a community of experts. This is alternative/better ways of achieving oriented. Superficially appealing yet another way in which research these purposes? Increasingly I hear but deeply superficial!! Where is and teaching can be brought closer conference delegates asserting that the the encouragement for teaching that together. benefits for them lie not in attending unsettles, challenges, moves students If we are to do this we need keynote or paper presentations but beyond their comfort zones? Such to challenge not only government in the informal interactions with teaching is likely to meet with short­ and institutional policies that shape colleagues in the spaces between these term disapproval (articulated in end­ academic reward systems, but also the timetabled sessions. Yet I wonder of-course evaluations) regardless of scholarly expectation that publication if institutional policies with regard its potential long-term benefits for the should be the preserve of positive and to research are in fact undermining learner and the wider community. incontrovertible research outcomes the very opportunities that could I wonder whether our conferences as opposed to work and thought in strengthen our research (and teaching) are suffering from the same malaise? progress. Outcomes are important, but practice. In order to secure conference funding the process of getting there (or not) is Let me tease this out further. and to meet research publication equally so. When we teach we are inducting requirements, there is now huge It is easy to be critical, more students into new ways of thinking pressure on conference delegates not difficult to be constructively so. and of viewing the world. We are only to present papers, but to present Yet I believe that, in defiance of the mentoring them into a community in papers of sufficient quality to be performative culture permeating which we are active participants, in included in refereed proceedings. higher education, there are spaces the expectation that all will become Either that or papers presente~ at being created where people can critical and inquiring life-time conferences appear simultaneously in "construct" as well as "present" learners and that some may, in due refereed journals. While this may be knowledge. It would be good to course, become full members of our improving research output in terms open up a discussion about what we disciplinary learning community. As of quantity, I wonder about the nature value in our research and teaching we guide students into this learning of the quality. What is happening practices and in our interactions with community we want them to come to the notion of a conference where our disciplinary communities. What to understand that knowledge is delegates float ideas, present work­ do you look for in a conference? constructed, contested and essentially in-progress, share uncertainties and Are the conferences we currently perspectival; that knowledge is fluid seek critical feedback from colleagues engage in best meeting our research and uncertain. To do this we need to to inform further inquiry and to and teaching needs? Could they be demonstrate our own uncertainties. shape an emerging piece of writing? improved? Done differently? We need to take the pedagogical What has happened to the notion of Let's confer! risk of being seen by students to the co-construction of knowledge be knowledge-shapers rather than in a scholarly community? If papers Jane Robertson is a senior lecturer knowledge-possessors or experts. We at conferences are increasingly in the University Teaching and need to model the posing of questions presented as polished end-products, Learning Centre at the University and the difficult and uncertain how can we be seen to be modelling of Canterbury, Christchurch, New processes of constructing and sharing the processes of collective, and Zealand. She was a member of the tentative and elusive understandings. tentative, knowledge-shaping? organising committee for the 2003 We need to subvert the notion of a Surfacing the uncertainties of conference. "body of knowledge" that teachers or knowledge construction need not Contact: students can "have". We need to "de- mean a diminution in quality. Let's [email protected]

15. ~~ HEI_IDSANEWS ~ December 2003 Novices No Longer: Computer Education for Rural Adults

by Sandra Herbert & Marguerite Cullity

This paper reports on number of computers available, (22) italicise, bullet, spell-check and save "Introduction to Computer" classes and the aim of providing each students information. In preparation for Day conducted in Ballarat, Victoria as with a computer we set a class limit 2 's Internet class participants were part of Adult Learners' Week, 2002. of 22. We were overwhelmed by the asked to identify topics of interest It outlines the background to the rapid and enthusiastic response from to them. They were provided with classes, topics covered, participants' the local adult community and both relevant URL sites from which to reflections and further actions classes were filled. access information. Some of these taken. The paper reveals the social The adults who participated in topics and sites included the Australian and learning outcomes experienced these classes were predominately Stock Exchange, Gardening Australia, by adults who participated in the retirees with home access to computer family lineage/trees, and The Age computer classes. In addition, technology. In addition, other newspaper. it explains the role of Graduate participants included younger adults Diploma, Secondary, Information with outdated information technology Day 2: The PowerPoint Technology Education students (IT) skills or semi-professionals presentation explained the use of the in planning and evaluating their requiring IT knowledge for vocational Internet and how to access search teaching practice. purposes. engines (e.g., Google & Alta Vista). Our interest in. conducting The purpose of the computer Using a list of sites, participants Introduction to Computer classes for classes was to assist learners to viewed information of interest to them rural adults stems from teaching higher compose and access information and then conducted a personal search. education pre-entry and undergraduate electronically. Moreover, the rationale Providing them with sites enabled students. When working with these for the classes was based on the the teacher to explain the role of a students we realised the need for pedagogic beliefs that: adults access URL and the importance of typing it computer classes for adults. to computer education sessions and correctly. The second part of the class Our respective work roles as the benefits for them are important in addressed email practices: how to a lecturer and an academic skills I) developing their computer literacy initiate a Hotmail account and how to adviser at the Australian Catholic skills (Leu, 2001); 2) enabling them University (ACU), Ballarat campus, to communicate electronically; and 3) compose and send an email. provided the opportunity for us to assisting them to develop online social When organising these classes conduct computer classes during networks (Grace, 1998). Furthermore, we were mindful of the individual Adult Learners' Week, especially as we view these benefits as helping attention required by beginning the University encouraged its teaching to alleviate the social isolation computer learners and, to enable staff to contribute to the Week's experienced by some rural adults. us to work individually with them, activities. The University provided we approached University staff and the necessary funds and resources to Class Structure and postgraduate students to attend and conduct the classes; for example, the Feedback assist participants on an individual use of a computer laboratory, purchase Computer classes were conducted needs-by-needs basis. Last, at the of computer discs, photocopying on two consecutive weekdays costs, and staff time. end of each class the participants (9:30 am to 12:00 noon) in one of the completed an individual feedback An Overview of Classes University's computer laboratories. sheet: how they found out about the The format for each class involved a and Students class; their reasons for participating; PowerPoint presentation followed by what they liked about the class; and The first class introduced students a self-paced learning workshop. suggestions about changes to it. to basic wordprocessing practices and Day 1: The Power Point Written feedback indicated the second class introduced them to presentation explained specific that they participated for personal Internet and email practices. Classes wordprocessing practices, and a four­ were free and were advertised in page handout provided participants interest reasons; mainly, to: access church newsletters and in the local with additional information. The electronically information; improve paper. Each participant had the use participants were asked to compose their computer skills; participate of a personal computer and he/she a document (e.g., letter, recipe) and in the technological-age; and was provided with a floppy disk on they used the handout to show them, communicate with family and which to save information. Due to the for example, how to block, cut, paste, friends. The comments below reveal

16 HERDSA NEWS ~~ December 2003 ~

student interest in acquiring IT skills. when discovering new knowledge, approach and the participants then Specifically, they participated: and another participant was excited worked on self-paced activities. To acquire new skills/experience about the prospect of making email Wordprocessing class: The searching the Internet. contact with her granddaughter. Their students delivered a PowerPoint To learn about computers and the comments follow: presentation for one hour and Internet. I liked the site. I found out participants then worked individually [As] I am always looking to learn. about roses. It showed varieties on their documents for the remaining Participants' comments I had never seen before. It was hour. The wordprocessing skills great!!!!! illustrate the importance retirees explained in the presentation were and adults place on understanding My granddaughter is in Europe ones required to compose and and using information technology and she doesn't write letters. Now I can email her. edit documents. For example, the to communicate with others and participants composed a letter and These comments reveal the participate in a learning and electronic edited a cooking recipe; the recipe educational and social benefits access community. was provided on a floppy disk. Whilst to information technology realises for Learning in a friendly and the participants were working on these adults. informal classroom environment was documents the students provided them an important aspect of the program Based on this feedback, follow­ with individual assistance. up classes consisted of a maximum for the participants. In addition, The initial feedback from 2003 of twelve participants and were many of them revealed a desire to classes indicates that the adults participate in future classes, especially conducted using a mix of whole-class participated for confidence in addition as they wanted to learn further and individual teaching and learning to computing-based reasons. They also wordprocessing skills. The comments approaches. Moreover, changing to a noted their enjoyment of last year's below illustrate these points: whole-class approach enabled learners classes and were keen to participate [I liked] the fact that "helpers" to assist each other when a tutor is in follow-up sessions, especially as were plentiful and browsed around not available; this was especially most of them perceive themselves and the clarity of instructions important as many of them had no or given by presenters. as "novice" computer users. An area limited computer experience. of interest to the participants was to No one made me feel stupid. learn how to format formal documents [It was] a chance to use a computer Reflections and Actions with someone around who can (e.g., minutes, newsletters) and to help when needed. When reflecting on the structure, use the Letter Wizard. Individual [I liked the] non-threatening, content and delivery of information participants commented that they friendly atmosphere. we were pleased with the participants' required assistance with inserting The above comments indicate enthusiastic involvement in class symbols, recognising toolbar icons the importance adult learners place activities. However, we were and manipulating the mouse. Overall on having ready access to teaching concerned that each session covered they found the instructors helpful and support and their need for a non­ too much content in the limited patient and that the session increased threatening learning environment. time available. Based on participant their understanding and knowledge of A learning environment, that is, that feedback and our own reflections, wordprocessing skills. Following are develops rather than challenges their we made the following changes: to some of their comments: beginning IT knowledge, especially if hold classes over four rather than two Doing the newsletter was useful for me. I am the secretary of a club they are to increase their confidence as sessions and conduct a mix of whole­ which has a newsletter. learners and or IT users. class and self-paced sessions. In addition, we explored ways to conduct The Letter Writing Wizard made When commenting on how the these classes throughout the year and setting out a letter easy. program could be improved, some involve - as part of their assessment I learnt a lot and enjoyed last adults suggested that there were too year's sessions, and I needed the - ACU, postgraduate Information many participants in a class for it to help I obtained today. Technology Education students in the be conducted in a self-paced manner This feedback reveals adult planning and delivery of information. and they suggested that a whole-class, learners' desire to shift from a novice step-by-step approach be used instead. Student Planning and computer user to a socially-competent Participants, that is, working together IT user. It also reveals that the adult as a whole group and following step­ Delivery:Initial Trials(2003) retirees desire to be involved actively by-step instructions. In first semester of 2003, four in the organising of events and writing In regard to class content, the Graduate Diploma of Education of material for their community. Internet class was preferred by most (Secondary) students planned, The participation of adults within a of the participants as it offered them delivered and evaluated one community is not a new occurrence; an opportunity to explore sites of wordprocessing and one Internet class however, what is new is the electronic interest to them; that is, to research for adults in the Ballarat community. means that support their social a search a vast pool of knowledge Classes were supervised by the networking and communication and to be a part of a wider learning students' lecturer. Class size consisted needs. community. For example, a participant of twelve participants and information Internet class: During this described the thrill she experienced was delivered using a whole-class class the Information Technology

17 ~~ HERDSA NEWS ~ December 2003

Educational students revised developing and maintammg social Currently, she is a lecturer with the Internet procedures and then worked networks for these learners. School of Information Technology individually with participants. First, The computer classes, in addition, and Mathematical Sciences at the the students revised Internet searching provided a purposeful opportunity University of Ba/larat. Her teaching and assisted participants to locate for Graduate Diploma (Secondary) and research interests include sites of personal interest. Second, students to design and deliver they assisted the participants to set up PowerPoint computer classes to lifelong learning, mathematics and individual Hotmail accounts. These adults. The delivery of these classes statistics education, and computer accounts were then activated to send extended the students' teaching and literacy. These interests and her role and receive messages during class­ learning experiences and also provided as an IT Education lecturer at ACU time. Anecdotal feedback suggests them with an opportunity to contribute provided her with the opportunity to to the Ballarat adult community's IT that the participants were able to present computer literacy sessions to access sites of interest to them and learning needs. adult learners. that they enjoyed participating in the Internet community. In addition, they References Contact: [email protected] appreciated the individual assistance Grace, M. (1998). Using Marguerite Cullity, from 2000 to provided by the students. communication and information 2002 was the Academic Skills Adviser Adult learner's interest in the technologies to empower women at the Australian Catholic University, in rural communities. In I. Falk Internet and sending of emails Bal/arat campus. Currently she indicates a desire to be a part of an (Ed.), Learning communities, is completing doctoral studies at electronic community; a desire, that regional sustainability and the is, to access information outside of learning society: An international the University of Melbourne. Her their local society. symposium (pp. 150-158). teaching and research interests Launceston, Tasmania: University include mature age student learning, Conclusion of Tasmania, Centre for Research alternative entry to higher education, and Leaming in Regional Rural adult learners are interested and adult and tertiary literacy Australia. participants in the electronic age. Their practices. Her interest in adult Leu, D. (2001). New literacies for new desire to participate in wordprocessing times. Fine Print, 7-14. learning and her role as an academic and Internet classes indicates a further skills advisor encouraged her to desire to socialise and communicate Sandra Herbert, from 2002 to mid explore ways of improving adult with their immediate and wider 2003, was a lecturer in Graduate learners' computer literacy skills. communities. Towards this end, Diploma (Secondary) Information introduction to computer classes Technology at the Australian Contact: for rural adults are important in Catholic University, Ballarat campus. [email protected]

18 ---- HERDSA NEWS ~[e;_ December 2003 ~ Reflections on Preparing for a HERDSA Fellowship

This is second article in which reluctantly - away from a lecturer to to generate among professionals who those recently awarded a HERDSA an administrator. ' also like to reflect on their teaching. Fellowship reflect on their experiences My thoughts on how I have John is Director of the La Trobe of preparing the portfolio of their work enhanced my teaching throughout the University Campus at Mt Buller on which the award of the Fellowship years have been reflected in the way Victoria, Australia is based. I choose to live my life. I manage Contact: Dr John Ferrier Several HERDSA members are the living arrangements for a dozen [email protected] in the process of completing their students in a ski lodge and this number portfolios while the documentation increases dramatically in the evenings Kogi Naidoo when students centre on our lodge for is being revised. Those interested I do not have a boring, routine group work or social activities. This in knowing more about the scheme job, rather one that provides me with intense relationship has been ideal for are invited to go to the website opportunities to reflect and improve, me to "study my students up close", www.herdsa.org.au and click on the try new strategies, build on staff in that I am able to talk freely with link to Fellowship. knowledge, and provide alternatives. them, and I can ask specific questions There are always unpredictable about their academic progress, or their John Ferrier outcomes and situations that arise written expression. from using open-ended questions and Preparing my HERD SA As a result of conducting writing discussion topics. This provides me Fellowship Portfolio added an workshops, students see me as with an opportunity to learn with staff increasingly satisfying dimension to someone authoritative to whom and students. It is an ongoing test of my academic life. By undertaking my they can go to "quickly check" their my ability to adapt to new questions, portfolio, I found time to step back sentence structures. I generally oblige ideas, dilemmas and situations. My from the frenetic activities of teaching as I have always been close to students work is exciting and challenging and administration to reflect on my and consciously use their style of in that it focuses on cutting edge vocation. language, which they have readily developments in higher education. Reflective moments for me threw accepted, without openly criticising Being a HERDSA Fellow gives me open a number of contradictions. me. I enjoy some of their music, play a great sense of achievement when One was that despite being appointed games with them in our recreation I know I need to have impact on an academic head to a university room and teach "life matters" in a staff and student perceptions, their campus, where my main focus is seemingly casual manner. learning, and provided them with an directed towards administrative By preparing my Fellowship avenue for reflection for their personal and professional development. responsibilities, my basic interest portfolio, I learned how difficult it is to manage one's time properly. My in teaching predetermines many In preparing for and compiling time management skills depend more my portfolio, I went through many decisions that I make and how I on me working to a deadline, under drafts and iterations of reflections and make them. A second conundrum for pressure, than they do upon carefully decision making as to what I could me is that while my administrative assigning adequate amounts of time to and should present as my philosophy responsibilities grow, so too does my undertake the tasks. In this instance, I of teaching statement and evidence commitment to attend conferences of completed one of the most satisfying to address the seven HERDSA an entirely new and different type, tasks ofmy career, but I have to admit fellowship criteria. I did not have a away from my teaching interests. that I left much of it as a rush towards portfolio that resembled in any shape Naturally, this has led to a new array of the end. or form what was required. Compiling fascinating networks, but these rarely One specific benefit was the fact the portfolio took a great deal of include my former colleagues and that I was consciously talking to effort, time and resolve to keep on task acquaintances, most of whom I would staff and students about teaching and due to the nature of this challenging consider as "front liners". My interests learning. This proved fascinating task and other personal and work now are more to do with compliance to me, as I acted more like a news commitments. requirements on Boards and handling reporter gathering facts, than an My ongoing reflection and the business arrangements of new educator. However, it has proven a development personally and enterprises. I have to recognise that worthwhile undertaking because of professionally over the last 20 years in I am being transformed slowly - and the networking that I have been able terms of work experience, study and

19 ~~ HERDSA NEWS ~ December 2003

research, and general life experience (personal) without being overly teaching methods and strategies, made it easy to focus and reflect on the complimentary or critical. assessment methods, monitor and evidence for the fellowship criteria. I have learned some valuable evaluate teaching, plan new courses, It was a challenge though to write lessons in preparing the portfolio improve my own practice by keeping my teaching philosophy statement and presenting it for assessment. I up to date with developments in AD, since no guidelines were provided. learned that it is indeed a challenging and engage in scholarly activities. task to compile a portfolio. There Upon reflection I have been able to This included reflecting, asking are no standard teaching philosophy engage in a broad range to develop fundamental questions, assimilation, statements. In articulating my teaching personally and professionally. I have writing draft statements, followed philosophy, I was able to find out what maintained a balance in the types of by more reflection, analysis and I believe in and how my practice is activities engaged in to maintain and evaluation. For the criteria I was able informed by my beliefs. I am now enhance my credibility development. to provide evidence to substantiate my able to evaluate my practice against It was stressful and challenging at beliefs, practices and goals as stated the benchmarks of good practice and times with the workload and demands in my teaching philosophy statement. critically evaluate my strengths and of engaging in professional scholarly The challenge came in choosing only identify opportunities for my growth activities. Volunteering to be part of one example to best illustrate each and development. the pilot HERDSA fellowship scheme criterion and keeping to the word limit The portfolio provided me with the also competed for priority and it came opportunity to assess my actions in the for each section. with its own challenges. Attaining last year and reflect on my goals for Other challenges and constraints FHERDSA accreditation has provided my professional development in the positive evidence and the qualification that added to the complexity of the coming years. I intend to implement to demonstrate my success and task was not having explicit criteria the strategies and methods that accomplishments, thereby enhancing or standards against which I could worked, record reflections and !'.fata my professional credibility to support measure my practice, while keeping for my portfolio, review my teaching academic development (AD) in higher philosophy statement, keep up with the focus of the portfolio to work education. It has been a challenging, the latest developments in academic of the past twelve months. Being but rewarding experience overall , the allocated a mentor who worked in a development, conduct needs/impact analyses of what I do, engage in highlight of which was becoming the similar area was particularly helpful scholarly activities, and continue first New Zealand recipient of the although there was too little time from networking and relationship building . HERDSA Fellowship award. the completion of first draft to the due I have continued to develop by Kogi is the Training Consultant in the date to have made optimum use of reflecting and monitoring my actions Training and Development Unit at this invaluable opportunity. I also had both personally and professionally. I Massey University. She also lectures to ensure that I kept the balance and have undertaken activities that made in the 'Postgraduate Certificate in perspective between being objective me consider the needs of learners, Tertiary Teaching' programme. (distant) and subjective and reflective review the learning outcomes, Contact: [email protected]

20 HERDSA NEWS ~~ December 2003 ~ Nurturing Creativity Through an Imaginative Curriculum

By Norman Jackson

This article originally appeared for research output are two major research studies ofMcGoldrick, 2002; in the July 2003 issue of Educational inhibitors (or excuses) for the absence Tait, 2002 and Oliver, 2002). Developments, the magazine of the of experimental enterprise. Quality Some ways in which creativity is Staff and_Educational Development assurance and peer review systems recognised by academics designing a Association in the UK. It is that favour conservatism are another. curriculum (Oliver, 2002; McGoldrick, reproduced here by kind permission Being professional about teaching 2002) include: of the editorial board of Educational requires us to question and challenge • creativity as personal innovation Developments. the methodologies we use to promote - something that is new to We are all limited by our students' learning. Will traditional individuals. This is often about imaginations but some people methods of teaching deliver the the transfer and adaptation of ideas are able to think freshly about increased efficiency that is required from one context to another; something and in doing so open up with the increased range of abilities/ • creativity as working at and across new possibilities for themselves aptitudes (beyond mere knowledge) the boundaries of acceptability in and others. Imagination (to cause to now being expected? Do our methods specific contexts: it involves taking come into existence) and creativity develop the behaviours and attitudes risks; (the ability to create) are inextricably that are necessary to survive and • creativity as designs that promote linked. Creativity involves first prosper in this world of continuous the holistic idea of graduateness - the capacity to connect and do imagining and then working with the change and problem working. The things with what has been learnt ideas to produce new things. It could world requires people to be creative and to utilise this knowledge to be new knowledge, a new process, in order to grow the knowledge that a product or a unique performance learn in other situations; is necessary to sustain themselves and or any combination of these things. • creativity as making sense out the social and economic enterprises We can encourage our imaginations of complexity i.e. working with they inhabit. to think many ideas or develop the multiple often conflicting factors, habits that limit us to working with a The LTSN Generic Centre's pressures, interests and constraints; few ideas. The world gets ever more Imaginative Curriculum project and complex: in the words of Ron Barnett, is ·trying to foster the conditions • creativity as a process of narrative "higher education is faced with not for teachers and those involved in making in order to present the "real just preparing students for a complex supporting curriculum development, curriculum" in ways that conform world, it is faced with preparing to think freshly about the curriculum to the regulatory expectations students for a supercomplex world" to share their experiential knowledge of how a curriculum should be (Barnett, 2000). We need imagination and stimulate the imaginations of framed. and creativity to work with, adapt to other teachers. Participants in the and exploit such complexity. Imaginative Curriculum network Creativity in Students' Higher education is full of share the belief that enabling students Learning creative people (staff and educational to be creative is a worthwhile and There are strong similarities developers being some of the most desirable educational goal that will between the perceptions of academics creative) and the professional act benefit students throughout their of their own creativity and what of teaching, with the significant lives and any programme can be they perceive are the characteristics autonomy attached to this role, designed to make it more favourable of creativity in students' learning. provides fertile conditions for people to nurturing creativity. Creativity involves the extended to be creative in order to promotlil abstract outcomes of learning (Biggs, students' learning. But many of us do Teacher Conceptions of 1999; 2002) like hypothesising, not take advantage of this opportunity. their own Creativity synthesising, reflecting, generating All too often we prefer to replicate well ideas, applying the known to "far" tried methods and designs rather than Being creative is, for the most domains, working with problems experiment with more imaginative but part, a subconscious act. HE teachers that do not have unique solutions. riskier and perhaps less comfortable do not sit down to design a course and The capacity to connect ideas and ways of doing things. The constant think I'm going to be creative now! create evaluative frameworks to pressure for greater efficiency in But they do believe that teaching judge the value of ideas and potential what we do combined with pressures involves being creative (see the solutions are essential features of

21 ~~ HERDSA NEWS ~ December 2003

academic creativity. The Imaginative subjectivity, feeling, intuition, or stopped from doing things by Curriculum project has the potential emotion, sensory and imaginative the conceptions and perceptions to make an important contribution to processes (McKim, 1980). (imaginations!) we hold. Conceptions understanding the nature of creativity Convergent thinking focuses on one and perceptions that support creativity in students' learning in different answer while divergent thinking in students' learning view teaching as learning contexts. produces alternative possibilities a learning process itself and the role Creative performance also requires and solutions. Creativity involves of the teacher is to engage students positive attitudes and high levels of both convergent thinking (focused, actively in challenging learning motivation (passion) evidenced by analytical, judgemental and processes and help them create their persistence and willingness to work detailed thinking) and divergent own processes and frameworks for hard. Such attitudes derive from thinking (diffuse, free flowing, working with "problems". Teaching personal beliefs that obstacles can associated, perceptual and strategies foster students' intrinsic be overcome. So learning processes imaginative). Training in creative motivations for learning that derive to foster creativity must develop thinking techniques such as those more from the pleasure of interesting self-confidence and self-esteem, described by DeWulf and Baillie challenges than from the threat of encourage by not penalising risk ( 1999) can help foster the habit assessment. Teacher conceptions must taking in relatively safe environments of thinking in both divergent and also value the idea that we can learn and help students to be "comfortable" convergent modes. through systematic reflection in order in messy/complex and unpredictable to optimise the potential for learning situations where there are no right Course Designs as a Means from any situation - even those that and wrong answers. Working with of Sharing and Stimulating don't go the way they are expected. complexity in a self-sustained and Imaginations John Biggs identifies 3 levels of determined way is a fact of life and thinking about teaching in terms of DeWulf and Baillie (1999) offer helping students to learn in complex a definition of creativity as "shared what is focused upon (Biggs 1999, unpredictable situations must be a imaginations". Unpacking this further chapter 4). At level 1 the focus is on worthwhile and appropriate enterprise it involves firstly having your own what the student is, at level 2 the focus for higher education. Such beliefs imagination, then doing something is on what the teacher does and at level connect us to the fundamental moral useful with it (sharing it) and perhaps 3 the focus is on what the student does. purpose of education - making a encouraging others to use their Teachers' who are likely to be most difference to students' lives. own imaginations (the process of sympathetic to fostering creativity While different disciplines sparking each other!). The idea of in students' learning are likely to be recognise and value different forms of shared imaginations is an attractive thinking in ways that are consistent creativity, research studies recognise conception for the curriculum with the second and third levels -what a range of intellectual attributes, context as a teachers' course and do I need to do to promote this type of attitudes and behaviours associated module designs provide the vehicle learning and what do students need to with creativity. DeWulf and Baillie for sharing the imaginations of the do to learn this way? Houghton (2002) (1999, pp. 14-15) identify three designer and provide prompts and added a fourth level called "how the characteristics. stimuli for further creative action student manages what the student • ability to visualise ideas by the teachers who operationalise does", initially within frameworks holistically, spatially, the designs. Indeed, the real act of created by the teacher, but ultimately metaphorically and to be able creativity for most teachers is in negotiating or creating his/her own to transform ideas through making a rudimentary design come framework. This conception supports imaginative manipulation alive through the teaching process. self-habits of self-regulated learning (complements reasoning, Mc Kim, These abstract ideas are all well (Zimmerman, 2000).The inference 1980). Flexibility, fluency and and good but what practical things is that an expanded commitment to adaptability are important to the can we do to nurture students' (and nurturing creativity will only occur transformation of ideas. for that matter teachers') creativity? if teacher perceptions of teaching • effective use of memory - for Any programme can be designed or and learning embrace these higher previously learnt knowledge and redesigned to make it more favourable order and increasingly sophisticated the ability to make connections and to nurturing creativity and developing conceptions. associations with and through this the habits of thinking creatively Sharing understandings and knowledge. (Knight, 2002). The following points conceptions: Designing a curriculum • convergent and divergent (adapted and developed from Knight, to support creativity in students' thinking - academic ways of 2002 and Jackson, 2002b) provide learning work best when teaching thinking tend to value convergent some guiding principles for helping teams develop a shared understanding ways of thinking - logic, reasoning, teachers to develop their capacity to of the different meanings of creativity analysis, objectivity, judgement help students learn more creatively for the particular learning contexts. In (left brain thinking - McKim, and to designing a curriculum that reaching an understanding it is helpful 1980). Divergent thinking brings nurtures creativity. to examine what teachers understand in to play the right brain thinking Teacher conceptions of teaching by creativity. Subject benchmarking which is associated with openness, and learning: We are enabled statements rarely mention creativity so

22 HERDSA NEWS ~~ December 2003 ~ there is plenty of scope for discussion promote divergent thinking and students' own unique outcomes and within disciplinary communities. require them to draw from their more general outcomes that were not Developing the knowledge and learning in several modules and planned or anticipated. skills of teachers: Helping students allow a variety of acceptable/ Knowledge and capability/ to be creative requires particular appropriate/valid responses. Teachers learning transfer: Being able to facilitation skills and the adoption might find themselves considering use knowledge, skill, behaviours of a collaborative pedagogic model. the plausibility of the solutions developed in one context in another Building the knowledge and capacity and then awarding marks on the context is an important ingredient for this type of teaching is an essential basis of students' accounts of their for creativity (Gardner, 1993). The step in the development process. problem-working strategies. (NB. It ways of thinking outlined above Growing knowledge that will help is not a good idea to automatically are important in the transfer of teachers and those who develop join the phrase "problem-solving" knowledge as well as the generation teaching to be more knowledgeable with "creativity". The first is often of knowledge. Encouraging learning about the ways in which creativity in convergent, the other employs both that involves such behaviours is more student learning can be nurtured, is divergent and convergent thinking. likely to be achieved in situations the central concern of the Imaginative Creative thinking techniques that are experienced as novel and Curriculum project. which promote both divergent and unpredictable to learners. This is Mapping what already exists: convergent thinking can be used to what people encounter in real life bridge the gap (Baillie, in press). Most programmes will contain and they can be simulated in the HE within them opportunities for Developing students' knowledge curriculum. students to work in creative ways. about creative learning processes: If Personal accounts of learning students understand the "rules of the Making these opportunities explicit to promote reflection and further game" and why the programme is as it and understanding the nature of learning: The capacity to record, is, then they are better placed to reflect the creative processes within these describe and evidence learning and and enter into the spirit of the creativity opportunities is a necessary first step the process of learning are central game. The development of skills in in designing for creativity. When the to metacognition. They encourage creative thinking are particularly mapping is completed additional ways learners to recognise their own learning important in enabling students to and strategies in which creativity as it emerges and to make claims think freshly and differently about might be fostered can be considered to understanding and achievement. their problem working situations (De (see below). There is a clear relationship with Wulf & Baillie, 1999). Progression to independence : this aspect of creativity and personal An emphasis on learning: for Nurturing creativity requires teachers development planning (Jackson, understanding rather than learning to respect the goals, motivations 2002a). Teacher perceptions of their for extensive content mastery. There for learning and decision making own learning are important here. is evidence that an emphasis on processes of learners. This way of Encouraging teachers to see the value coverage encourages superficiality. thinking is consistent with the idea of creating personal accounts of their Superficiality is not conducive to of enabling learners to become own teaching process in order to creativity. Understanding, which autonomous and self-regulating. A reflect on and understand more deeply comes from covering less ground well designed curriculum will prepare how process-based learning actually with more emphasis on the underlying students for learning creatively, works is perhaps necessary in order concepts, strategies and assumptions, equip them with a range of tools and to change belief systems that are not is conducive to creativity . Put it encourage them to use and adapt these sympathetic to this way of learning another way: cover less material but in tools and work towards independence. (see Jackson, 2003, for an example ways that help students to understand Zimmerman's (2000) notion of self­ of a simple framework for recording more about the domain and its regulated learning provides a good complex learning outcomes and their teaching). Teacher participation in the theoretical model on which to develop own engagement with the learning construction and sharing of their own teacher conceptions and practice. process. They might also approach accounts of learning provides good Openness to choice and problem working using creative role models for students. negotiation: Teachers introduce thinking techniques which encourage Openness to innovation and the tools - concepts, strategies, divergent rather than convergent ways change: Possibilities for change need information sources - and then have of thinking. The learning outcomes to be designed into the module from students practise them on problems and for creative learning are those used the beginning so that teachers and situations that they choose/identify. for extended understanding (Biggs, students can respond to what emerges This requires teachers to be flexible 2002): being able to go beyond what from the process. and adaptable in their approach and has been taught; deal creatively Assessment: The current to facilitate students' decision making. with new situations; apply to novel assessment model with its atomised These characteristics of learning are contexts; hypothesize; reflect; connect approach to assessing learning at also consistent with Zimmerman's and associate; generate · ideas; and module/curriculum unit level is a model for self-regulated learning. evaluate/judge the worth of ideas. major inhibitor of designs for creative Novel tasks: Students' learning Leaming outcomes will also value learning which may need to foster is facilitated through tasks that the process of learning and recognise development over a longer period of

23 ~~ HERDSA NEWS ~ December 2003

time and a range of contexts before different contexts. It is fundamentally creative learning experiences for their assessing capability. The idea of linked to: students. synoptic assessments that enable • metacognitive processes such students to draw together and apply as planning, organising, self­ Sense of Direction their learning throughout a course instructing, self-monitoring and These emergent ideas on process­ (such as final level projects and self-evaluating one's efforts to based learning provide us with a dissertations) provides important learn; sense of direction. We are currently opportunities for students to producing a number of curriculum demonstrate their creativity. Strategies • behavioural processes such as guides which will be available that require students to reveal their selecting, structuring, and creating through a dedicated web site http: understanding of how they have environments for learning; and //www. s urrey. ac. uk/Educa tion/ic/ acquired core learning outcomes from • processes and beliefs that motivate 1.htm. Our intention is to work a course (e.g. through reflective report self-regulated people to learn towards a conference to share ideas or portfolio) offers students another - such as beliefs about their own about process-based learning and way of demonstrating their unique capabilities to learn, beliefs that ways of nurturing students' creativity creativity. the outcomes of learning will early in 2004. If you would like Student instrumentalism driven by be worthwhile, intrinsic interest the teachers' belief that students only to contribute ideas or examples of in the task and satisfaction or courses that involve process-based learn when they are assessed inhibits dissatisfaction with their own creativity. Narrow, summatively­ learning, or you have an idea for a efforts to learn. driven assessment practices and curriculum guide please contact the 2 criteria that focus on what is known, Personal development planning author at the LTSN Generic Centre. which do not recognise the process is underpinned by the model of self­ Invitation to join the of learning and how people come regulated learning (Jackson, 2003c) Imaginative Curriculum to know, or recognise emergent and it is possible that this scientific unanticipated learning outcomes, will theory of learning can be extended Network smother creativity. to other forms of process-based The Imaginative Curriculum learning. There are a rich variety of Network is open to anyone with Processes that Foster learning processes and curriculum an interest m developing and Creativity designs that provide expenences sharing knowledge about higher Many of the characteristics of of learning in novel and emergent education curricula and we welcome designs for creative learning are situations including problem- the involvement of Australian those found in learning strategies that based, enquiry-led, work-based, teachers, educational developers and educational researchers. During are process-based i.e. in which the context-based, collaborative learning, 2004 we will be focusing on staff and process of learning is as important as game-play, role-play and simulations student perceptions of creativity and the results of learning. Our emerging (Boyle & Smith, 2002; Ellington, notion of an imaginative curriculum how creativity in students' learning 2002; Newman, in press; O'Rourke that nurtures and enhances students' is promoted in different disciplinary & Kahn, in press). There are also creativity is one that is rich in and curricula contexts. If anyone is examples emerging of these processes the experiences of learning. Such interested in working with us in this being connected through the strategic learning environments are process­ area please contact Norman Jackson process of personal development rich rather than being overloaded ([email protected]) or visit planning (Maggi Boyle, University with content. They move away from our web site www.imaginativecurric of Leeds, personal communication). teacher directed classroom situations ulum.net and embrace more facilitated and There are also lots of opportunities collaborative models of teaching and for experiential learning outside the Acknowledgements learning. They work towards enabling formal curriculum and the academic Many people in the imaginative students to be self-directing, self­ curriculum for example through work curriculum network have shaped regulating and resourceful learners. experience, work placements, study the thinking in this paper. Martin They give them space to learn through abroad and learning in the community. Oliver, Jo Tait and Chris McGoldrick the experience and processes of Again PDP can be used as a tool for undertook the initial research on what learning. To achieve this condition supporting, recognising and valuing students have to be properly prepared academics think about creativity. this type of learning. and supported. They need to acquire Peter Knight provided the initial ideas the habits and behaviours and self­ But it is not enough to have of the types of principles that might awareness of self-regulated learners rich imaginations. Ultimately, it is help teachers develop their capacity (Zimmerman, 2000). Self-regulated the enthusiasm, commitment, skills to help students learn more creatively learning involves self-determined and courage of teachers who are and design a curriculum that nurtures prucesses and assoc1att:d beliefs that willmg to experiment, take risks creativity. Caroline Baillie opened initiate change and sustain learning in and translate their imaginations into up new possibilities for us through

24 HERDSA NEWS ~~ December 2003 ~

------.__ Creative thinking techniques ~------/ Card games & ) ------, ------card sorts Personal Enterprise development in the curriculum planning

learning

FIGUREL Some of the many ways in which creativity in students' learning is nurtured through facilitated process-based learning.

her work on creativity and creative and Simulations in Education and line at http://www.ltsn.ac.uk/ thinking techniques. Training. genericcentre/index.asp?id= 17721 I am grateful to Malcolm Shaw and Dewulf, S., & Baillie, C. (1999). Jackson, N.J. (2002a). Personal Jo Tait for their helpful suggestions CASE Creativity in Art Science Development Planning Curriculum and encouragement in the preparation and Engineering .: How to Foster Guide at (http://www.ltsn.ac.uk/ of this paper and to Maggi Boyle and Creativity. Department for genericcentre projects and Pauline Kneale for discussions about Education and Employment. (Also curriculum). process-based learning. reproduced in 2002 as part of Imaginative Curriculum Project). Jackson, N.J . (2002b). Designing References for Creativity Curriculum Ellington, H. (2002). 2001 SAGSET Baillie, C. (Ed.) (in press). The Conference Keynote Address: Guide at (http://www.ltsn.ac.uk/ travelling CASE: How to foster Using games, simulations and genericcentre projects and creativity through creative thinking · case studies to develop key curriculum). guide for HE teachers. UK, Centre skills. SAGSET Society for the Jackson, N.J. (2003a). Personal for Materials Education. Leaming Advancement of Games and accounts of teaching http: and Teaching Support Network. Simulations in Education and //www.ltsn.ac .uk/genericcentre/ Barnett, R. (2000). Supercomplexity Training . and the Curriculum. In M Tight index.asp?id= 18368 Gardner, H. (1993). Creating Minds. (Ed .), Curriculum in Higher Jackson, N. J. (2003b). Guide for busy New York: Basic Books. Education. Buckingham, Open academics: A tool to evaluate self- Gough, D.A., Kiwan, D., Sutcliffe, University Press. regulatory behaviours in learning S., Simpson, D., & Houghton, Biggs, J.B. (1999). Teaching for processes. http://www.ltsn.ac.uk/ N. (2003). A systematic map Quality Learning at University. genericcentre/index.asp?id= 18368 Buckingham, Society for Research and synthesis review of the Jackson, N.J. (2003c). Connecting in Higher Education & Open effectiveness of personal University Press. development planning for Personal Development Biggs, J.B. (2002). Aligning teaching improving student learning. http: Planning (PDP) to the theory and assessment to curriculum //www.ltsn.ac.uk/genericcentre/ of self-regulated learning. objectives . LTSN Imaginative index.asp?id= 18425 http://www. ltsn. ac. uk/ Houghton, W. (2002). Promoting Curriculum Guide www.ltsn.ac.uk/ genericcentre Projects PDP genericcentre constructive alignment through - resources. Boyle M., & Smith, Y. (2002). programme specification and Knight, P. (2002). The idea of a Simulation and gaming research subject benchmarks. Paper yearbook. Employability: the presented at the Imaginative creative curriculum. Imaginative role of games, simulations and Curriculum Symposium Curriculum Network paper http: case studies. SAGSET Society "Constructive Alignment in //www.ltsn.ac.uk/genericcentre for the Advancement of Games Action", November 2002 on- projects and curriculum).

25 ~~ HERDSA NEWS ~ December 2003

McKim, R.H. (1980). Experiences in Imaginative Curriculum Research Study. LTSN June 2002 http:// visual thinking. PWS Publishing Study. LTSN June 2002 http:// www.ltsn.ac.uk/genericcentre. Company Boston. www.ltsn.ac. uk/ genericcentre Zimmerman, B.J. (2000). Self­ McGoldrick, C. (2002) Creativity regulatory cycles of learning In and curriculum design : what do O'Rourke K., & Kahn, P. (in press). G. A. Straka (Ed.), Conceptions of academics think? Commissioned Imaginative Curriculum Guide for self-directed learning, theoretical Imaginative Curriculum Research Enquiry-based learning available and conceptual considerations (p. Study. LTSN June 2002. http: 221). New York, Waxman. September 2003, LTSN Generic //www.ltsn.ac.uk/genericcentre Centre website. Newman, M. (in press). Imaginative Norman Jackson would like to hear Curriculum Guide for Problem­ Tait, J. (2002). What conditions from Herdsa members who are based learning available October and environment could support interested imaginative processes for learning especially those researching 2003, LTSN Generic Centre teachers in finding space for website. the area, in particular in students' or "creativity" m their work with Oliver, M. (2002). Creativity and staff perceptions of creativity. curriculum design : what do curriculum? Commissioned Contact: academics think? Commissioned Imaginative Curriculum Research [email protected]

26 CALL FOR. PROPOSALS INTERNATIONAL ASSOCIATION FOR THE STUDY OF COOPERATION IN EDUCATION (IASCE). 2004 CONFERENCE 21 - 25 JUNE 2Q04, SINGAPORE

Proposal deadline: 31 December 2003 Conference website: http://www.arts.nie.edu.sg/iasce/ Conference email address: [email protected] Please refer to the conference website for details on presentation formats, proposal submission procedures, registration and accommodation.

ABOUT THE CONFERENCE

The theme for this conference is Cooperation and Collaboration: Diversity of Practice, Cultural Contexts, and Creative Innovations

CONFERENCE STRANDS

Topics to be addressed

• Cooperative Learning in Content Areas • Assessment • Technology Supported Cooperative Learning • Equity Issues • Creativity and Innovation in Cooperative Contexts • Cooperative Learning and Teacher Education • Building Cooperation in Schools and Communities

The open sharing of ideas related to cooperation and collaboration is key to this conference being a stimulating experience for all participants. Proposals are invited which address any of the topics described above. We also encourage proposals that address the general theme in ways not necessarily suggested by the listed topics.

We look forward to your participation

Professor Lynda Baloche (Co-President, IASCE) & Associate Professor Christine Lee (Chair, Local Organizing Committee, NIE) [email protected] Conference Convenors (j)

CAE University of South Australia Call for Papers - EconomicEducation Conference

What We Teach and How We Teach It: Perspectives on Economics from Around the Globe

University of South Australia presented by The Centre for Applied Economics Adelaide, Australia 13 - 16 July 2004

This conference will focus attention on the teaching of economics at the tertiary level around the world (including US/Canada/Mexico, Europe/Russia, Asian countries, Australia/New Zealand). Ideas presented will be shared in three ways - presentations at the conference, selected publications in The Journal of Economic Education (both hard copy and web), and a proceedings volume.

Confirmed Keynote Speakers include: Ted Bergstrom - University of California, Santa Barbara Edward Chen - President, Lingnan University, Hong Kong_ David Colander - Middlebury College, Vermont, author of The Complexity Vision and the Teaching of Economics Avinash Dixit - Princeton University, author of Games of Strategy William Greene - Stern School of Business, New York University, author of Econometrics John Hey - Universities of York and Bari, Vice-President Economic Science Association Kim Sosin - University of Nebraska, Omaha

Other Participants include: William Becker - Indiana University, editor The Journal of Economic Education David Round - The Centre for Applied Economics, University of South Australia Martin Shanahan - School of International Business, University of South Australia John Siegfried - Vanderbilt University, Secretary-Treasurer American Economic Association William Walstad - University of Nebraska, Lincoln, author of Teaching Undergraduate Economics Michael Watts - Purdue University; winner, International Economic Education Award 2002

Call for Papers The Conference organisers call for papers in all areas of tertiary economic education. Conference attendees are invited to submit original papers for presentation in the concurrent sessions. Abstracts of no more than 300 words are due by 27 February 2004, and should be submitted in Microsoft Word format, Times-New Roman 12 pt, double-spaced. Submissions should include: (i) the author's name, affiliation and email address; (ii) title; and (iii) statements of the paper's goals, methodology, significance and results. Authors of accepted papers will be notified by 30 March 2004. Conference proceedings will appear on the SSRN network.

Completed manuscripts are required by 3 May 2004. Papers selected through alternative referee processes will be considered for publication in either The Journal of Economic Education or the Conference Proceedings. Further details about the conference and the requirements for papers are available from www.ecoed.unisa.edu.au

ABSTRACTS to [email protected] GENERAL ENQUIRIES to [email protected]