2015

ANNUAL REPORT

Contents

Message from the Director 1Our Story 2Our Vision 2Highlights and Achievements 42015 Snapshot 8CAIK Management Committee 12

The Centre for the Advancement of Indigenous Knowledges acknowledges the Gadigal people of the Eora Nation upon whose ancestral lands our university now stands.

Acknowledgement of investors:

caik.uts.edu.au

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It is with great pleasure that I welcome you to the inaugural report for the Centre for the Advancement of Indigenous Knowledges (CAIK). CAIK was established at the University of Technology Sydney (UTS) in late February 2015, and the team have hit the ground running. During this time we have met many new people and been genuinely impressed by the community and culture that exists at UTS. We have met some highly talented and committed people this year and look forward to building on these relationships.

The Senior Executive of UTS are particularly supportive of CAIK. I would particularly like to thank Professor Attila Brungs (Vice-Chancellor and President), Professor Peter Booth (Provost and Senior Vice-President) and Professor Mary Spongberg (Executive Dean of the Faculty of Arts and Social Sciences) for their ongoing commitment and support of Indigenous Education across the board. The investment is visible and valued.

I would specifically like to take this opportunity to acknowledge and thank the CAIK Management Committee for their ongoing support and guidance. Particular mention needs to go to Professor Larissa Behrendt, Professor Michael McDaniel, Professor Alan McKee, Professor Mary Spongberg and Associate Professor Jo MacKenzie for their belief in the ability and professionalism of the CAIK Team.

Of key importance to the success of CAIK are the relationships we maintain with our Indigenous colleagues and community. We have developed an extremely collegial and positive relationship with Jumbunna Indigenous House of Learning and look forward to working on more projects with them in the future. We have also nurtured and built our relationships with the Indigenous community outside UTS and believe they are integral to operational processes within UTS.

Finally, I would like to thank my exceptional team at CAIK. Professor Susan Page, Associate Professor Gawaian Bodkin-Andrews and Mr Gavin Stanbrook bring with them a great sense of professionalism, collegiality and excitement. Having worked together for some years now, we have formed what is very much a professional family where we have learnt to trust and respect each member. I would also like to thank the families of the CAIK Team for their patience while we all took on new positions. It has been a great blessing to have all your support.

Kind regards,

Professor Michelle Trudgett

Message from the Director

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The Centre for the Advancement of Indigenous Knowledges (CAIK) was established in February 2015. It began with the appointment of Professor Michelle Trudgett as the Inaugural Director of CAIK and the subsequent appointments of two first-class Indigenous Australian academics – Professor Susan Page and Associate Professor Gawaian Bodkin-Andrews. They were joined in May 2015 by Mr Gavin Stanbrook, CAIK’s Centre Administrator.

CAIK is an Indigenous academic Centre of expertise, with a core business focus on the implementation of Indigenous Graduate Attributes (IGA). The Centre is co-sponsored by INSEARCH and UTS. The Centre will also offer postgraduate programs in Indigenous Education commencing in 2018.

Professor Michelle Trudgett is an Indigenous scholar from the Wiradjuri Nation in New South Wales. Michelle holds the positions Professor of Indigenous Education and Director of the Centre for the Advancement of Indigenous Knowledges at the University of Technology Sydney. Prior to this she was employed as the Head of the Department of Indigenous Studies at Macquarie University. Michelle has developed an international reputation as a leading Indigenous Australian scholar whose research provides considerable insight into the area of Indigenous participation in higher education, with a specific focus on the postgraduate sector. Michelle is passionate about developing strategies to ensure Indigenous higher education students receive culturally appropriate support throughout their academic journeys.

Professor Michelle Trudgett

Whilst the IGA is our main mandate, it is envisaged that CAIK will be known as a centre for postgraduate excellence in the very near future when we commence offering our unique postgraduate coursework and higher degree research programs. Anyone considering postgraduate studies in Indigenous Education or a similar area are encouraged to contact the CAIK team to see how we might be able to assist.

CAIK looks forward to a bright future that includes the progression of the IGA project, delivery of excellent Indigenous focussed postgraduate programs, building our community and industry partnerships, high quality research projects, contributing to the wider university community, and a number of other positive outcomes that stem from CAIKs great work.

OURVISION

OURSTORY

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Professor Susan Page is an Aboriginal academic whose research focuses on Aboriginal and Torres Strait Islander peoples’ experience of learning and academic work in higher education and student learning in Indigenous Studies. Early in her academic career, Susan was awarded a university Excellence in Teaching Award (University of Sydney). Susan’s current Australian Research Council funded research (with Professor Michelle Trudgett and Dr Neil Harrison) seeks to create a model of best practice for the supervision of Indigenous doctoral students. Other recent research includes, examining Indigenous student engagement in Australasian Universities, a project to explore student learning in undergraduate Indigenous Studies, investigating Education curricula inclusive of Darug knowledge traditions and examining the roles of Indigenous academics in Australian Universities. Susan is a Director and Deputy Chair of the National Aboriginal and Torres Strait Islander Higher Education Consortium (Aboriginal Corporation).

Gawaian Bodkin-Andrews, of the D’harawal nation, is a researcher and lecturer whose outputs are increasingly encapsulating and promoting Aboriginal Australian standpoints and perspectives across a diversity of disciplines (most notably education and psychology). He has managed and led numerous research grants investigating a diversity of topics including, mental health, mentoring, identity, Traditional Knowledges, education, racism, and bullying. His projects have led to the development of a strong foundation in developing robust and diverse research designs, with an increasing dedication to Indigenous Research Methodologies. From this framework, he is continually developing his experience in applying quantitative and qualitative methods within his scholarly work. His research has also attracted a number of national and international awards (including the AARE Betty-Watts Indigenous Researcher award), and he has produced the Healing the Wounds of the Heart documentary focusing on developing resiliency against racism for Aboriginal youth.

Gavin is a descendant of the Gumbaynggirr Nation in

the Mid North Coast of New South Wales and the Yuin Nation from Wallaga Lake on the South East Coast of New South Wales.

He is passionate about the discipline of Indigenous Studies and aims to position himself in the Higher Education sector to make a positive contribution to the discipline.

Gavin’s professional background stems from a substantial working period with the Queensland State Justice Department, the Department of Immigration and Border Protection, the Queensland University of Technology and most recently Macquarie University.

Gavin is employed as the Centre Administrator in the Centre for the Advancement of Indigenous Knowledges. He provides excellent administrative support to the academic team, organises events and is a friendly face that greets CAIK’S visitors.

Professor Susan PageAssociate Professor Gawaian Bodkin-Andrews Gavin Stanbrook

OUR STORY An Indigenous Academic Centre

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HIGHLIGHTSAND ACHIEVEMENTS

UTS: Indigenous Graduate AttributeIn February 2015, in a bold, perhaps unprecedented manoeuvre, the University of Technology Sydney (UTS) appointed three senior Indigenous staff to lead a coordinated approach to embedding Indigenous Knowledges in the curriculum, university wide. This transformative agenda was preceded by careful institutional planning in the context of growing national receptivity. In 2013, responding to Behrendt Report into Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (Behrendt, Larkin, Griew, & Kelly, 2012) call for more systematic approaches to ensuring that Australian graduates have the capacity to work effectively with and for Aboriginal and Torres Strait Islander people, UTS approved in principle the development of an Indigenous Graduate Attribute (IGA) Framework for the entire university. Recognising that resources would be required to support the implementation of such an ambitious project, a proposal was made to establish an Indigenous academic expertise centre within the Faculty of Arts and Social Sciences, to support a staged implementation of IGAs, in the faculties over 2015–2018 (Academic Board Agenda item 9.2, 19 November 2014).

Since our arrival in February 2015, we have worked to establish relationships with key areas, such as the Institute for Interactive Media and Learning, Jumbunna Indigenous House of Learning and the Equity and Diversity Unit.

OTHER KEY ACHIEVEMENTS INCLUDE: > Development of a comprehensive Indigenous Graduate Attribute Implementation Plan, which has now been approved by our CAIK Management Committee.

> Final draft of Indigenous Graduate Attribute Academic Program Framework to guide the systematic integration of Indigenous curriculum into all academic programs.

> Presentations at the following UTS and national fora in 2015:

– Academic Board – 27th May

– Vice-chancellor’s Indigenous Strategies Committee – 25th June

– Vice-chancellor’s Indigenous Strategies Committee – 14th July

– Indigenous Studies Committee – 10th September

– Indigenous Content in Education Symposium, University of South Australia – 21st September

– UTS Casual Academics Conference – 24th September

– UTS Teaching and Learning Forum – 11th November

– Vice-chancellor’s Indigenous Strategies Committee – 27th November

– UTS:INSEARCH Board Meeting – 3rd December

Develop Indigenous competency amongst its students by striving to create an environment in which all UTS students have the opportunity to gain knowledge of Indigenous Australians.

UTS Indigenous Education Strategy 2015–2018

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HIGHLIGHTS AND ACHIEVEMENTS UTS: Indigenous Graduate Attribute

“This year UTS showed foresight and commitment to Indigenous Knowledges in establishing the Centre for the Advancement of Indigenous Knowledges (CAIK). Apart from leading UTS in the introduction of its Indigenous Graduate Attributes project I am aware that the CAIK team have a strong commitment to research and postgraduate scholarship. With the growing engagement of Indigenous Knowledges within the academy and the national move towards the Indigenisation of curricula there is a genuine opportunity for CAIK to show national leadership, which I have no doubt they will do. I sincerely congratulate CAIK on its achievements this year and look forward to supporting its work into the future.”Professor Michael McDaniel (Director, Jumbunna House of Indigenous Learning)

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Indigenous Graduate Attribute Implementation Plan and Objectives

HIGHLIGHTS AND ACHIEVEMENTS UTS: Indigenous Graduate Attribute

OBJECTIVE 1Develop a comprehensive framework to guide the implementation of the Indigenous Graduate Attribute in all Faculties.

OBJECTIVE 2Guide the embedding of the IGA in all UTS academic programs.

OBJECTIVE 3Communicate and market the IGA to UTS and broader scholarly, professional and general communities.

OBJECTIVE 4Develop and implement an approval and monitoring process for the IGA to ensure quality assurance and sustainability.

OBJECTIVE 5Evaluate the implementation of the IGA to measure short and long term impacts of IGA.

Graduate attributes illustrate what is valued by the institution, reflecting the culture of the organisation.Barrie, S., Hughes, C., & Smith, C. (2009). The national graduate attributes project: Key issues to consider in the renewal of learning and teaching experiences to foster graduate attributes. Sydney: Australian Learning and Teaching Council

Universities develop and implement an Aboriginal and Torres Strait Islander teaching and learning strategy applicable across a range of curriculums, focused on standards of excellence as applied to their other curriculum content and feeding into descriptions of graduate attributes, with an initial focus on priority disciplines to close the gap such as teaching and health professions (p.22). Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People: Final Report. Canberra: Department of Industry, Innovation, Science, Research and Tertiary Education.

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Aboriginal Sydney Now The team at CAIK are in the process of developing a foundation subject, suitable as an introductory subject for students in all disciplines. The subject - Aboriginal Sydney Now 013992 - will play a crucial role in terms of ensuring that students meet the requirements of the IGA. Showcasing contemporary Indigenous Sydney and Australia, the subject will draw on the award winning TV series Redfern Now to explore current and historical ideas about culture, country and community. The subject will be fully online and will require students to engage with selected vignettes from Redfern

Now as the basis for their learning. The vignettes will be complemented with video clips of a range of Aboriginal people, including staff, alumni and Elders discussing issues relevant to the weekly study topics. Authentic assessments will require students to engage practically with Aboriginal Sydney by attending an Indigenous event or exhibition. Students will also begin to develop their Indigenous professional capability related to their discipline, through mapping the local Indigenous landscape.

HIGHLIGHTS AND ACHIEVEMENTS Aboriginal Sydney Now

LSIC Writing Retreat held in November.

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The Centre for the Advancement of Indigenous Knowledges (CAIK) in collaboration with Professor Maggie Walter of the University of Tasmania (UTAS) and the Australian Bureau of Statistics hosted a Quantitative workshop on the 15th – 17th of June for Aboriginal and Torres Strait Islander researchers who wanted to gain statistical analysis skills using an Indigenous quantitative methodological frameworks. Participants

sat in on a three day program to gain familiarity with using two contemporary Indigenous data sets: the Longitudinal Study of Indigenous Children (LSIC) and the National Aboriginal and Torres Strait Islander Social Survey (NATSISS). The first two days of the workshop were held at the University of Technology Sydney and Day three was held at Australian Bureau of Statistics Offices, Sydney.

2015SNAPSHOTIndigenous Quantitative Workshop – June 2015

“I feel greatly privileged as an Indigenous academic to have the opportunity to work on research projects with the team at CAIK. They are a highly collegial group of Indigenous academics who are all leaders in their field but more important really lovely to collaborate with.”Ms Corrinne Franklin (Lecturer at Macquarie University)

“I’ve been fortunate to visit the Centre for the Advancement of Indigenous Knowledges from time to time during this final year of writing my PhD. All the staff have been generous in sharing knowledge to help progress my research. There is a real sense of collegiality – a space where cross-institutional engagement and research will grow.Dr Katrina Thorpe (PhD candidate and Lecturer at the Faculty of Education and Social Work, University of Sydney)

Participants at the Quantitative workshop held in June.

2015 RESEARCH SUMMARY > 3 CAIK Academics > 12 Publications > 5 Current grants

> 3 Conference presentations > 12 Capacity building workshops

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> Bodkin-Andrews, G. (2015). Survey Method(ology) VS(?) Aboriginal and Torres Strait Islander Research. University of Tasmania and University of Technology Sydney, 3 Day Workshop 15-17 June 2015.

> Bodkin-Andrews, G. (2015). Aboriginal and Torres Strait Islander Perspectives in Psychology and other Disciplines. University of Technology Sydney, Department of Clinical Psychology. 7th of September, 2015

> Bodkin-Andrews, G., Page, S. & Trudgett, M. (2015). Ethics and Engagement for Aboriginal and Torres Strait Islander Research. University of Technology Sydney, Faculty of Arts and Social Sciences HDR Workshop. 10th of August 2015.

> Bodkin-Andrews, G. (2015). HDR Ethics for Indigenous Research. University of Technology Sydney, School of Education. 25 September 2015.

> Bodkin-Andrews, G., (2015). Indigenous Knowledges & Standpoints. University of Technology Sydney, ISD Knowledges Spaces Lecture series. 16th of September

> Bodkin-Andrews, G., (2015).Race and Racism within Australia: Aboriginal and Torres Strait Islander Perspectives. Macquarie University, Aboriginal and Torres Strait Islander Studies. 15th of October, 2015.

> Bodkin-Andrews, G., (2015).Race and Racism within Australia: Aboriginal and Torres Strait Islander Perspectives. University of Wollongong, Indigenous Studies. 21st of May, 2015.

> Bodkin-Andrews, G., (2015). Bubalamai Bawa Gumada (Healing the Wounds of the Heart): The search for resiliency against racism for Aboriginal Australian students. Macquarie University Library Staff Development Workshop. 16th of April, 2015.

> Bodkin-Andrews, G., (2015). Racism, Education, and Aboriginal and Torres Strait Islander Peoples. Macquarie University, School of Education.

> Trudgett, M. Co-ordinator of Bite & Write – A program designed specifically for Indigenous HDR students and staff in the Faculty of Arts and Social Sciences to come together and discuss their research, hence promoting the Indigenous research capacity building in FASS.

> Trudgett, M., Page, S. & Bodkin-Andrews, G. (2015). Two Way Streets With No Dead Ends: Supervising Indigenous Australian HDR Students for Success. Workshop for the Graduate Research School, University of Technology Sydney. 10th of August 2015.

> Walter, M., Bodkin-Andrews, G., Trudgett, M. & Martin, K. (2015). Doing Indigenous Statistics. University of Tasmania and University of Technology Sydney, 3 Day Workshop 15-17 June 2015.

> Trudgett, M., Page, S. & Harrison, N. ARC Discovery Indigenous 2012. ‘Enhancing the quality of academic supervision provided to Indigenous Australian doctoral students.’

> Moreton-Robinson, A., Walter, M., Maynard, J., Bainbridge, R., Bodkin-Andrews, G., Trudgett, M. et al. National Indigenous Researchers and Knowledges Network - ARC Special Research Initiative

> Bodkin-Andrews, G., Parada, R., Bansel, P. & Priest, N. Babera dariadya yewing (Echoes of a flawed truth): investigating theory and practice on the interplay between bullying and racism. ARC Indigenous Discovery, IN130100051

> Bodkin-Andrews, G. Evaluation of the Australian Indigenous Mentoring Experience [Research tender via University of Wollongong]

> Silburn, S., Lynch, J., Guthridge, S., Midford, R., Brimblecombe, J., Walter, M., Bodkin-Andrews, G., et al., Improving the developmental outcomes of Northern Territory children: a data linkage study to inform policy and practice in health, family services and education - NHMRC Partnership Project.

Research and Capacity Building Workshops

Current Grants

2015 SNAPSHOT Research and Capacity Building Workshops

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> Bodkin-Andrews, G., Bodkin, F., Andrews, G. & Evans, R. (accepted in press). The Story of the Burra’gorang (The Giant Kangaroo): Aboriginal Identity, Worldviews, and Research. In C. Kickett-Tucker, D. Bessarab, & J. Coffin (eds). Mia Mia (home) Aboriginal Community Development. Cambridge University Press.

> Bodkin-Andrews, G., Harrison, N., Craven, R. Whittaker, A., Parker, P., Trudgett, M. & Page, S. (under review) Academic Motivation, Identity, and Aspirations for Aboriginal, non-Aboriginal, and Migrant Australian Students. School Psychology Quarterly.

> Bodkin-Andrews, G., Priest, N., Paradies, Y., Denson, N. & Franklin C. (proposal accepted by publishers, under preparation). Chapter 5: Mapping Racism from Aboriginal and Torres Strait Islander Perspectives. In M. Walter, K. Martin & G. Bodkin-Andrews (Eds), Growing up Strong Children: Indigenous Perspectives on the Longitudinal Study of Indigenous Children. Pallgrave McMillan.

> Bodkin-Andrews, G., Priest, N., Parada, R., Bansel, P. & Paul-Cooper, E. (proposal accepted by publishers, under preparation). Chapter 9: Parental Perceptions of Child Bullying. In M. Walter, K. Martin & G. Bodkin-Andrews (Eds), Growing up Strong Children: Indigenous Perspectives on the Longitudinal Study of Indigenous Children. Pallgrave McMillan.

> Harrison, N., Trudgett, M. & Page, S. (2015) ’The dissertation examination: Identifying critical factors in the success of Indigenous Australian doctoral students.’ Assessment & Evaluation in Higher Education, (ahead of print), 1-13.

> Harwood, V., McMahon, S., O’Shea, S., Bodkin-Andrews, G. & Priestly, A. (In press, accepted 18/02/15). Recognising Aspiration: The AIME program’s effectiveness in inspiring Indigenous young people’s participation in schooling and opportunities for further education and employment. Australian Educational Researcher.

> McMahon, S., Harwood, V., Bodkin-Andrews, G., O’Shea, S., McKnight, Anthony, A. Chandler, P. & Priestly, A. (under review). Storytelling and ‘trust-filled’ relationships: An analysis of two that students valued in the Australian Indigenous Mentoring Experience (AIME). Teaching and Teacher Education.

> O’Shea, S., McMahon, S., Priestly, A., Bodkin-Andrews, G. & Harwood, V. (in press, accepted 20/01/15). ‘We are history in the making and we are walking together to change things for the better….’ Exploring the flows and ripples of learning in a mentoring program for Indigenous young people. Education as Change

> Page, S., Trudgett, M. & Harrison, N. (2015). ‘Supporting Indigenous Australian Doctoral Student Success’ in A. Macfarlane, S. Macfarlane & M. Webber. Sociocultural theory: Implications for curricula across the sector. Canterbury University Press. In press.

> Trudgett, M., Page, S. & Harrison, N. ‘Brilliant minds: A snapshot of successful Indigenous Australian doctoral students.’ Paper submitted to the Australian Journal of Indigenous Education on 28th September, 2015.

> Trudgett, M., Page, S., Bodkin-Andrews, G. & Franklin, C. (proposal accepted by publishers, under preparation).Chapter 8: Another brick in the wall? Parent perceptions of school experiences of Aboriginal and Torres Strait Islander children. In M. Walter, K. Martin & G. Bodkin-Andrews (Eds), Growing up Strong Children: Indigenous Perspectives on the Longitudinal Study of Indigenous Children. Pallgrave McMillan.

> Walter, M., Martin, K. & Bodkin-Andrews, G. (proposal accepted by publishers, under preparation). Growing up Strong Children: Indigenous Perspectives on the Longitudinal Study of Indigenous Children. Pallgrave McMillan.

Submitted Publications

2015 SNAPSHOT Submitted Publications

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> Bodkin-Andrews, G. (2015). Lessons of the ‘past’ and the silences of today: Epistemological racism and the D’harawal Law Story of the Gagamari Burrugin (The Magic Men and the Echidna). Racism and the health and wellbeing of Indigenous children and youth - Understanding impacts, finding solutions’, Australian National University, 12th June, 2015.

> Page, S. & Trudgett, M. ‘UTS Indigenous Graduate Attribute Project: Examining institutional readiness for embedding Indigenous Knowledges in the curriculum’ at the Indigenous Content in Education Symposium (21 September, 2015 in Adelaide).

> Page, S. ‘Theoretical Learning Spaces: Exploring Threshold Concepts, the Cultural Interface and the Zone of Proximal Development to better understand student learning in Indigenous Studies’ at the Indigenous Content in Education Symposium (21 September, 2015 in Adelaide).

Conference Presentations

2015 SNAPSHOT Conference Presentations

“The work being undertaken by the team at CAIK is an exciting development for UTS, making us leaders in the sector. The addition of Professor Trudgett, Professor Page and Associate Professor Bodkin-Andrew’s has greatly enriched the senior Indigenous academic leadership at UTS.”Professor Larissa Behrendt (Director of Research – Jumbunna Indigenous House of Learning)

The CAIK team viewing their newly refurbished office space prior to moving in.

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The CAIK Management Committee comprises of Faculty and Institutional leaders that meet three to four times a year. They provide exceptional direction and guidance to the Director of CAIK and other senior staff. The Director is very thankful to have such a knowledgeable and committed group of people to contribute to the vision and goals of CAIK.

CAIKMANAGEMENT COMMITTEE

CAIK Management Committee

Professor Larissa BehrendtDirector of Research-Jumbunna Indigenous House of Learning

Professor Michael McDanielDirector, Jumbunna Indigenous House of Learning

Professor Alan McKeeAssociate Dean (Research and Development), Faculty of Arts and Social Sciences

Professor Susan PageCentre for the Advancement of Indigenous Knowledges

Professor Mary Spongberg Executive Dean, Faculty of Arts and Social Sciences

Professor Michelle TrudgettDirector, Centre for the Advancement of Indigenous Knowledges

Associate Professor Gawaian Bodkin-AndrewsCentre for the Advancement of Indigenous Knowledges

Associate Professsor Jo McKenzieDirector, Institute for Interactive Media and Learning

CAIK Team

AdviceDirection

AccountabilityGuidance

Professor Michelle Trudgett Director

Susan PageProfessor

Gawaian Bodkin-Andrews Associate Professor

Gavin StanbrookCentre Administrator

Alison WhittakerCasual Research Assistant

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UTS CRICOS PROVIDER CODE: 00099F UTS:MCU / JOB 19816/ JANUARY 2016