Facilitating a Whole of University Approach to Aboriginal and Torres Strait Islander Curriculum Development: Leadership Frameworks for Cultural Partnerships
Total Page：16
File Type：pdf, Size：1020Kb
Facilitating a whole of university approach to Aboriginal and Torres Strait Islander Curriculum Development: Leadership Frameworks for Cultural Partnerships Final report Griffith University Dr Chris Matthews Charles Sturt University Dr Barbara Hill, Indigenous Curriculum and Pedagogy Coordinator, James Cook University Professor Angela Hill, Dean of Learning, Teaching and Student Engagement Directorate, Professor Yvonne Cadet-James, Head School of Indigenous Australia Studies Professor Jacinta Elston, Professor, Indigenous Health Support for the production of this report has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution- ShareAlike 4.0 International License http://creativecommons.org/licenses/by-sa/4.0/. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the Creative Commons Attribution-ShareAlike 4.0 International License http://creativecommons.org/licenses/by-sa/4.0/legalcode. Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education and Training GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2016 ISBN 978-1-76028-702-3 [PDF] ISBN 978-1-76028-703-0 [DOCX] ISBN 978-1-76028-704-7 [PRINT] Leadership Frameworks for Cultural Partnerships 2 Acknowledgements First, I would like to thank Professor Keithia Wilson for her incredible insight, valued contribution and just always being there when I needed guidance and reassuring. Without you this project would not have been possible. I would like to thank our Indigenous and non-Indigenous colleagues in our partner institutions, James Cook University and Charles Sturt University, for the time, commitment and engaging discussions. I would like to thank our Indigenous and non-Indigenous colleagues on the Institutional Leadership Project Team (ILPT) for their support and being part of, and committed to, the curriculum change agenda. I am sure that you will continue this valuable work in your respective schools and disciplines. I would also like to give a special thanks to Lyndon Murphy for sharing his experiences and knowledge. I have enjoyed all the good yarns we have had. I would like to thank the members of the Project Advisory Group for the commitment and advice during the course of the project. A special thanks to Professor Sue Spence, who was Deputy Vice Chancellor (Academic) during the project, for her high level of support and the willingness to listen and work with us. I would like to thank the University leaders, Pro Vice Chancellors, Deans (Teaching and Learning), Deans (Research), Heads of Schools and the numerous courses convenors, who worked with us during this project. This support is invaluable. I would also like to thank Leauarne Adams, Natalie Clements, Zoe Rathis, Keryn Ruska and Monica Seini for the hard work and dedication in pulling together a series of case studies across the University. I thank all students and staff who agreed to be interviewed for the project. Thank you for sharing your experiences; it will make a difference. Last, I would like to thank Christine Grimmer and Professor Alf Lizzio from Learning Futures for their support in pulling this report together. Leadership Frameworks for Cultural Partnerships 3 List of acronyms used ACPR Academic Course Performance Reports AEL Arts, Education and Law ALTC Australian Learning and Teaching Council BoVCIA Bachelor of Visual and Contemporary Indigenous Art CATSIPRED Centre for Aboriginal and Torres Strait Islander Participation, Research and Development CoP Communities of Practice CP Credit Points CSU Charles Sturt University DEEWR Department of Education, Employment and Workplace Relations DOMS Digital Object Management System DVC Deputy Vice-Chancellor GIHE Griffith Intitute for Higher Education GLS Griffith Law School GU Griffith University HoS Head of School IBS Indigenous Board of Studies ICC Indigenous Cultural Competency ICEPP Indigenous Community Engagement Policy and Practice IES Indigenous Education Strategy IHCAP Indigenous Health Careers Access Program IHU Indigenous Health Unit ILPT Institutional Leadership Project Team IRU Indigenous Research Unit ITAS Indigenous Tertiary Assistance Scheme Leadership Frameworks for Cultural Partnerships 4 JCU James Cook University OLT Office for Learning and Teaching PAG Project Advisory Group PVC Pro-Vice Chancellor QCA Queensland College of Art RATEP Remote Area Teacher Education Program SIAS School of Indigenous Australian Studies TAC Tertiary Access Course TAFE Technical and Further Education VC Vice-Chancellor WIL Work Integrated Learning Leadership Frameworks for Cultural Partnerships 5 Executive summary This report captures key findings from the ALTC/OLT Leadership grant, Facilitating a whole of university approach to Aboriginal and Torres Strait Islander Curriculum Development: Leadership Frameworks for Cultural Partnerships, and presents approaches developed at the three partner universities. The aim of the project was to advance three strategic priorities in higher education as identified in the Bradley Review of Australian Higher Education (Bradley et al, 2008): to progress the national reconciliation agenda; improve access, participation and retention of Aboriginal and Torres Strait Islander students; and develop cultural competence of students and staff. The project sought to achieve these aims by developing, implementing and evaluating a leadership framework for a culturally appropriate and sustainable whole-of-university approach to Aboriginal and Torres Strait Islander curriculum development based on 4 key principles: 1. Conceptualising the change process in terms of meaningful partnership between Indigenous and non-Indigenous academics; 2. Embracing reconciliation as necessary for authentic and sustainable change; 3. Working in cross-cultural partnership; and 4. Accepting and valuing Indigenous Worldviews. Three universities – Griffith University, James Cook University and Charles Sturt University – partnered in this project of leadership capacity building and curriculum development. The university executive at all three institutions supported the project. This is significant, as active engagement of senior university leaders is critical to the success of long-term cultural change through curriculum development (Fasoli et al, 2008). Additionally, each institution has a reconciliation statement and associated action plans, paving the way for embedding Indigenous curriculum in a variety of ways. One of the main project outcomes is the development of a model for a whole-of-University approach to the Indigenising of curriculum. The model has three distinct sub-models that can be perceived as stages of development: 1. The “at least” model which is the bare minimum and advocates the strategic placement of two courses within a given degree program that aim to shift the thinking of the student from inside Western frameworks to outside. 2. The “best of what we have” model, which networks Indigenous Studies courses across the University to create a Bachelor degree program in Indigenous Studies. This would provide a multidisciplinary approach to Indigenous Studies. 3. The “towards a school” model, expanding models 1 and 2 into a School of Indigenous Studies such as that established at Charles Sturt University in the Faculty of Education. Networking courses more broadly could enable access to courses from across Australia or First Peoples courses and studies internationally. Leadership Frameworks for Cultural Partnerships 6 The key focus of the project at Griffith University, the lead institution, was on strategies to implement the above model by networking existing courses across the University to create an Indigenous Studies Major; a version of the “best of what we have” model. The scaffolding framework for this model had four main components: 1) historical perspective; 2) critical thinking; 3) critical Reflection; and 4) a capstone experience. Barriers to implementing and sustaining the model included: insufficient existing courses to create a flexible program for students, particularly in a multi-campus institution; and discontinuation of courses. It became clear that the lack of a strategy and leadership framework contributed to these barriers. Three key issues affecting implementation of the model were identified: sustainability, dealing with racism and, limitations associated with a school-based leadership model. A major outcome of the project has been the development of six recommendations to underpin sustainable Indigenising of the curriculum and five recommendations to minimise racism and establish foundational values and structures for embedding Indigenous curriculum (Chapter 3). At Griffith University an Indigenous Studies major has been proposed covering topics, such as: Aboriginal culture; Aboriginal Political History; Reconstructing the Aboriginal Australian; Contemporary Aboriginal Issues; Rock Art in the 21st Century. The major will encompass a range of opportunities for students to study with some of Australia’s leading Indigenous Studies academics, as well as enjoy access to a range of student