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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.
This open access book explores cultural competence in the higher
education sector from multi-disciplinary and inter-disciplinary
perspectives. It addresses cultural competence in terms of
leadership and the role of the higher education sector in cultural
competence policy and practice. Drawing on lessons learned, current
research and emerging evidence, the book examines various
innovative approaches and strategies that incorporate Indigenous
knowledge and practices into the development and implementation of
cultural competence, and considers the most effective approaches
for supporting cultural competence in the higher education sector.
This book will appeal to researchers, scholars, policy-makers,
practitioners and general readers interested in cultural competence
policy and practice.
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.
This open access book explores cultural competence in the higher
education sector from multi-disciplinary and inter-disciplinary
perspectives. It addresses cultural competence in terms of
leadership and the role of the higher education sector in cultural
competence policy and practice. Drawing on lessons learned, current
research and emerging evidence, the book examines various
innovative approaches and strategies that incorporate Indigenous
knowledge and practices into the development and implementation of
cultural competence, and considers the most effective approaches
for supporting cultural competence in the higher education sector.
This book will appeal to researchers, scholars, policy-makers,
practitioners and general readers interested in cultural competence
policy and practice.
This open access book explores the transformative experiences of
participants in the University of Sydney's National Centre for
Cultural Competence (NCCC) programs. The establishment of the NCCC
was viewed as a critical point of departure for developing an
institution-wide agenda of cultural competence. The NCCC's work
since its inception reflects efforts to lay important foundations
for cultural change at the University. With the ultimate aim of
establishing cultural competence as an agent for transformational
change and social justice education, the NCCC has steadily expanded
its research and teaching work both within and beyond the
University of Sydney. Further, it has developed foundational
resources to support and encourage University staff to integrate
cultural competence philosophy and pedagogy in their curricula,
teaching and research. This includes the ability to engage
meaningfully with the cultures, histories and contemporary issues
in Aboriginal and Torres Strait Islander communities. The NCCC
programs have been designed to encourage participants to learn
about who they are and how they can positively impact the
transformational change the University has begun. The book presents
participants' reflections on their experiences at the
organisational and personal level. Readers will gain insights into
a range of topics including cultural competence, communities of
practice, policy implementation, and transformative leadership at
the interface between higher education and professional lives.
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