List of Titles

Exploring partnerships between public libraries and universities in regional low-socioeconomic communities : the student experience

- Power, Emma, Partridge, Helen, Owen, Sue, Pizzani, Blanca

Authors: Power, Emma , Partridge, Helen , Owen, Sue , Pizzani, Blanca
Date: 2022
Type: Text , Journal article
Relation: Higher Education Research and Development Vol. 41, no. 7 (2022), p. 2324-2337
Full Text: false
Reviewed:
Description: Students from low-socioeconomic (low-SES) backgrounds living in rural, regional and remote (RRR) communities in Australia experience intersecting equity challenges and disadvantages impacting upon their study success. Using in-depth semi-structured interviews, this study explored the experience of 42 students living in low-SES RRR communities in Australia. More specifically, the study considers, from the student experience, how public libraries and universities can work in partnership to support study success. Thematic analysis revealed two key themes: ‘student as person’, encompassing RRR low-SES students’ context, lived experience and study needs; and ‘access’, describing key enablers and barriers to students’ access to key study needs and support from the public library in their local areas, and their university. This study shows that collaboration between universities and public libraries through understanding of the needs, context and experience of RRR low-SES students can initiate and inform targeted action to help support these students, increase inclusion and belonging, and facilitate student success. © 2021 HERDSA.

Working at a cultural interface : co-creating Aboriginal health curriculum for health professions

- Delbridge, Robyn, Garvey, Loretta, Mackelprang, Jessica, Cassar, Nicole, Ward-Pahl, Emily, Egan, Mikaela, Williams, Anne

Authors: Delbridge, Robyn , Garvey, Loretta , Mackelprang, Jessica , Cassar, Nicole , Ward-Pahl, Emily , Egan, Mikaela , Williams, Anne
Date: 2022
Type: Text , Journal article
Relation: Higher Education Research and Development Vol. 41, no. 5 (2022), p. 1483-1498
Full Text: false
Reviewed:
Description: Historical exclusion of Aboriginal people and Aboriginal epistemologies in Australian higher education, including health professions education, has produced generations of healthcare professionals who are ill-equipped and lack confidence to provide culturally safe care for Aboriginal communities. This article recounts efforts undertaken at a university in Melbourne to foreground Aboriginal ways of knowing and being through co-creating curriculum for undergraduate and postgraduate health professions programmes with Aboriginal expert partners. The intended learning outcome was to develop students’ cultural capability for professional practice in occupational therapy, dietetics, or nursing. Herein, we present two co-created Aboriginal curriculum projects. The first describes two sequential, blended learning modules co-created and delivered in discipline-specific classes; the second is an interprofessional simulation involving students from multiple health professions. We use Nakata’s cultural interface to reflect on the process of working together in this contested space as non-Aboriginal academics and expert Aboriginal partners and conclude by presenting considerations for navigating curriculum development at the intersection of two knowledge systems. © 2021 HERDSA.

Quick View

Exploring the marking of a reflective assessment task : a collaborative autoethnography by educators navigating Indigenous allyship in higher education

- Remedios, Louisa, Lees, Jessica, Cracknell, Carolyn, Bolton, Joanne

Authors: Remedios, Louisa , Lees, Jessica , Cracknell, Carolyn , Bolton, Joanne
Date: 2024
Type: Text , Journal article
Relation: Higher Education Research and Development Vol. 43, no. 5 (2024), p. 1156-1170
Full Text:
Reviewed:
Description: The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, cultural safety is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students’ written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors’ discussions and a framework was developed in response to repeating sites of tension. The Indigenous allyship assessment framework: sharing the load was framed around the central theme of Navigating the Unsettling. It specifically draws attention to navigating the Personal (Heightened Responsibility and Partial Knowledge), Pedagogical (Judge the Meaningful and Feedback Conversations) and Persons and Processes (systems) (Efficiency Culture and Cost of Marking) tensions. Our conclusion was that non-Indigenous educators need to consciously navigate unsettling challenges to do justice to assessment tasks to promote cultural safety. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Showing items 1 - 3 of 3