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  • Open Access
  • © 2017

Indigenous Pathways, Transitions and Participation in Higher Education

From Policy to Practice

  • Examines best-practice guidelines for pathways into higher education for Indigenous students

  • Demonstrates transition models that help Indigenous students achieve higher-education success

  • Draws on real-world experiences and the contributions that reflect the different approaches and strategies currently being adopted in the Indigenous higher education context

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xxi
  2. Introduction

    1. Front Matter

      Pages 1-1
    2. Indigenous Pathways and Transitions into Higher Education: An Introduction

      • Jack Frawley, Steve Larkin, James A. Smith
      Pages 3-11Open Access
  3. Practice, Programs and Future Directions

    1. Front Matter

      Pages 81-81
    2. You’ve Got to Put Your Stamp on Things: A Rippling Story of Success

      • Robyn Ober, Jack Frawley
      Pages 83-94Open Access
    3. Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia

      • Bronwyn Fredericks, Susan Kinnear, Carolyn Daniels, Pamela Croft-Warcon, Julie Mann
      Pages 119-132Open Access
    4. How We Do Business: Setting the Agenda for Cultural Competence at the University of Sydney

      • Juanita Sherwood, Gabrielle Russell-Mundine
      Pages 133-150Open Access
    5. Tackling Indigenous Incarceration Through Promoting Engagement with Higher Education

      • Christopher Lee, Helen Farley, Jacinta Cox, Stephen Seymour
      Pages 169-188Open Access
    6. Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities

      • Prabha Prayaga, Ellie Rennie, Ekaterina Pechenkina, Arnhem Hunter
      Pages 189-210Open Access
    7. The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education

      • Tim Pitman, Andrew Harvey, Jade McKay, Marcia Devlin, Sue Trinidad, Matthew Brett
      Pages 235-249Open Access
    8. ‘Red Dirt’ Schools and Pathways into Higher Education

      • John Guenther, Samantha Disbray, Tessa Benveniste, Sam Osborne
      Pages 251-270Open Access
  4. Conclusion

    1. Front Matter

      Pages 271-271

About this book

This book is open access under a CC BY 4.0 license.

This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition.

The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.

Keywords

  • Indigenous higher education
  • student equity
  • student transitions
  • higher education policy
  • Indigenous research
  • community engagement
  • Australian indigenous education
  • Australian education
  • University participation
  • disadvantaged equity groups
  • cultural interfaces
  • interculturalism
  • Open access

Editors and Affiliations

  • National Centre for Cultural Competence, University of Sydney, Sydney, Australia

    Jack Frawley

  • University of Newcastle, Newcastle, Australia

    Steve Larkin

  • Charles Darwin University, Darwin, Australia

    James A. Smith

About the editors

Jack Frawley is as researcher and writer in the areas of intercultural studies, leadership, and evaluation evidenced by his extensive experience in important research and professional projects, national and international consultancies, books, edited books, book chapters, refereed articles, and other publications. He has presented at several national and international conferences and continues to publish on, and participate in, intercultural leadership-related research projects and evaluations. Jack holds adjunct appointments at the University of Canberra and the Batchelor Institute.


Steven Larkin is a Kungarakany from Darwin in the Northern Territory. He is Pro Vice-Chancellor of Indigenous Education and Research at the University of Newcastle. Professor Larkin has served on numerous national advisory committees on Indigenous affairs. He has chaired the Aboriginal and Torres Strait Islander Higher Education Advisory Council or Indigenous HEAC (then Indigenous Higher Education Advisory Council) for three years (2009-2012), and the Northern Territory Board of Studies for two years (2010-2012), and continues to provide invaluable input as a member of several respected professional affiliations.


James Smith is the program manager for the HEPPP-WCE initiative at the Office of the Pro Vice-Chancellor for Indigenous Leadership at Charles Darwin University. Prior to his current appointment, James worked in a variety of executive and senior management roles in the Northern Territory in both health and education sectors. He has a strong background in health promotion and community development, and is a fellow of the Australian Health Promotion Association and associate editor of the Health Promotion Journal of Australia and the International Journal of Men’s Health. He is also an adjunct research fellow at the Collaboration for Evidence, Research and Impact in Public Health (CERIPH) at Curtin University.

Bibliographic Information

  • Book Title: Indigenous Pathways, Transitions and Participation in Higher Education

  • Book Subtitle: From Policy to Practice

  • Editors: Jack Frawley, Steve Larkin, James A. Smith

  • DOI: https://doi.org/10.1007/978-981-10-4062-7

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017

  • License: CC BY

  • Hardcover ISBN: 978-981-10-4061-0Published: 09 June 2017

  • Softcover ISBN: 978-981-13-5037-5Published: 12 December 2018

  • eBook ISBN: 978-981-10-4062-7Published: 31 May 2017

  • Edition Number: 1

  • Number of Pages: XXI, 287

  • Number of Illustrations: 6 b/w illustrations

  • Topics: Higher Education, Educational Policy and Politics, International and Comparative Education

Buy it now

Buying options

Softcover Book USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 59.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access