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Record Nr. |
UNINA9910219991603321 |
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Autore |
Steve Larkin |
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Titolo |
Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice / / edited by Jack Frawley, Steve Larkin, James A. Smith |
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Pubbl/distr/stampa |
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2017 |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2017 |
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ISBN |
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Edizione |
[1st ed. 2017.] |
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Descrizione fisica |
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1 online resource (XXI, 287 p. 6 illus.) |
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Classificazione |
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EDU015000EDU034000EDU043000 |
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Disciplina |
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Soggetti |
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Education, Higher |
Education and state |
International education |
Comparative education |
Higher Education |
Educational Policy and Politics |
International and Comparative Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Introduction -- Chapter 1 Indigenous pathways and transitions into Higher Education: An Introduction -- Policy and Policy Issues -- Chapter 2 Understanding the nexus between equity and Indigenous higher education policy agendas in Australia -- Chapter 3 What do we know about community engagement in Indigenous education contexts and how might this impact on pathways into higher education? -- Chapter 4 A design and evaluation framework for Indigenisation of Australian Universities -- Chapter 5 Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions within the academy -- Practice, Programs and Future Directions -- Chapter 6 You've got to put your stamp on things: A rippling story of success -- Chapter 7 Canada's Indigenous peoples' access to post-secondary education: The spirit of the 'New Buffalo' -- Chapter 8 Perspectives on enabling education for Indigenous students |
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at three comprehensive universities in regional Australia -- Chapter 9 How we do business: Setting the agenda for cultural competence at the University of Sydney -- Chapter 10 Grandmothers' pedagogy: Lessons for supporting Native students' attendance at universities -- Chapter 11 Tackling Indigenous incarceration through promoting engagement with Higher Education -- Chapter 12 Digital literacy and other factors influencing the success of online courses in remote Indigenous communities -- Chapter 13 Promoting engagement and success at university through strengthening the online learning experiences of Indigenous students living and studying in remote communities -- Chapter 14 The impact of enabling programs on Indigenous participation, success and retention in Australian higher education -- Chapter 15 'Red dirt' schools and pathways into higher education -- Conclusion -- Chapter 16 From policy to practice in higher education: cross-cutting issues in Indigenous pathways, transition and participation. |
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Sommario/riassunto |
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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. |
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