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Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

Published online by Cambridge University Press:  13 June 2018

Martin Nakata ,
Vicky Nakata ,
Andrew Day ,
Gregory Martin  and
Michael Peachey
Martin Nakata*
Affiliation:
Indigenous Education and Research Centre, James Cook University, Townsville, QLD 4811, Australia
Vicky Nakata
Affiliation:
The Cairns Institute, James Cook University, PO Box 6811, Cairns, QLD 4870, Australia
Andrew Day
Affiliation:
School of Psychology, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia
Gregory Martin
Affiliation:
Teaching, Technologies and Innovation Support Unit, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia
Michael Peachey
Affiliation:
Nura Gili Indigenous Programs Unit, University of New South Wales, Sydney, NSW 2052, Australia
*
address for correspondence: Martin Nakata, Indigenous Education and Research Centre, James Cook University, Townsville, QLD 4811, Australia. Email: [email protected]
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Abstract

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

Keywords

Indigenous Australian undergraduateshigher educationtutoring
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 2 , December 2019 , pp. 119 - 128
Copyright
Copyright © The Author(s) 2018 

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