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Finding Space and Place: Using Narrative and Imagery to Support Successful Outcomes for Aboriginal and Torres Strait Islander People in Enabling Programs

Published online by Cambridge University Press:  25 May 2016

Clair Andersen ,
Ann Edwards  and
Brigette Wolfe
Clair Andersen*
Affiliation:
Institute of Learning and Teaching, University of Tasmania, Hobart, Tasmania, Australia
Ann Edwards
Affiliation:
Faculty of Arts, University of Tasmania, Hobart, Tasmania, Austraia
Brigette Wolfe
Affiliation:
Faculty of Arts, University of Tasmania, Hobart, Tasmania, Austraia
*
address for correspondence: Clair Andersen, Institute of Learning and Teaching, University of Tasmania, PO Box 133, Hobart, Tasmania 7251, Australia. Email: [email protected].
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Abstract

‘Riawunna’ is an Aboriginal word meaning ‘a place of learning’ for Aboriginal people, from entry level to tertiary studies, at the University of Tasmania (UTAS) and operates on Hobart, Launceston and Burnie campuses. The Riawunna Centre was established to encourage Aboriginal people to aspire to higher levels of education, and to support them to be successful in their chosen course of study. One strategy developed to support the participation, retention and success of Aboriginal and Torres Strait Islander people is the Murina program. During the four year period between 2010 and 2013 every student at UTAS who graduated from the Murina program and chosen to enrol in undergraduate studies has been successful in completing their courses. One of the tools used to achieve this result is the strong use of narrative and images in our teaching. This whole-person approach to teaching resonates culturally with Aboriginal and Torres Strait Islander people, but is also applicable to any student of any culture, especially those who come to university tentatively and with low expectations of what they can achieve.

Keywords

Aboriginal educationenablingpathwayssupport
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 46 , Issue 1 , August 2017 , pp. 1 - 11
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Copyright
Copyright © The Author(s) 2016 

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