Non-Indigenous educators should actively engage with the Indigenous community in order to build cultural competencies and confidence in teaching Indigenous students, a new Curtin University report has found.<\/p>\n
The research, led by Dr Jonathan Bullen from the Curtin Medical School and funded by the National Centre for Student Equity in Higher Education (NCSEHE), explored non-Indigenous (Wadjella) educators\u2019 practical engagement with Indigenous students, including the \u2018discomfort\u2019 often experienced when teaching or developing curriculum in this space.<\/p>\n
Dr Bullen said there had been a national push for the development and integration of Indigenous knowledge and perspectives into tertiary curriculum, but there remained limited training and staff development around ways of engaging with Indigenous Australians.<\/p>\n
\u201cIndigenous students are likely to find themselves being taught by academics who lack confidence in teaching Indigenous content to them, and in some cases lack confidence in teaching them at all. This is likely to negatively impact on Indigenous student retention,\u201d Dr Bullen said.<\/p>\n
Interviews with educators and students, in both Indigenous-focused and \u2018mainstream\u2019 learning environments, identified specific factors affecting Wadjella educators\u2019 engagement with Indigenous students.<\/p>\n
\u201cOur research showed the quality of engagement was affected by Wadjella educators\u2019 mind sets (growth or fixed); tolerance for uncertainty and ambiguity; understanding of the student context; and capacity for forming relationships,\u201d Dr Bullen said.<\/p>\n
\u201cEach of these factors is influenced by educators\u2019 lived experiences with Indigenous peoples. Thus, institutions must invest in, and support, meaningful engagement with the Indigenous community and provide staff development opportunities extending beyond simple cultural awareness.\u201d<\/p>\n
NCSEHE Director Professor Sarah O\u2019Shea commended the research, conducted under the NCSEHE Research Grants Program.<\/p>\n
\u201cThere are wide-reaching benefits from deepening our understanding of student-educator engagement, particularly where there may be cultural and social differences,\u201d Professor O\u2019Shea said.<\/p>\n
\u201cI believe this research will not only benefit our Indigenous student cohort, but will also offer welcome guidance to universities and educators in engaging authentically and effectively with student populations more broadly.\u201d<\/p>\n