Module 1 Introduction to Intercultural Leadership in Teaching and Learning

1. Module 1 Introduction to Intercultural Leadership in Teaching and Learning

2. Leadership program Aim: • design, trial and refine a model of intercultural leadership for Indigenous and non-Indigenous educators focused on improving outcomes for Aboriginal and Torres Strait Islanders • to support educators teaching Indigenous content at tertiary level

3. Module Learning Outcomes • Consider the importance of Indigenous perspectives in Higher Education initiatives at national and local levels and at Curtin • Discuss intercultural leadership • Utilise reflection and journal writing practices • Consider a range of ways to articulate identity and shared history

4. Indigenous higher education • Bradley Review Findings (2008) • Higher Education providers should ensure that the institutional culture, the cultural competence of staff and the nature of the curriculum recognises and supports the participation of Indigenous students. (Chapter 3.2) • Indigenous knowledge should be embedded into the curriculum to ensure that all students have an understanding of Indigenous culture. (Chapter 3.2)

5. Indigenous Higher Education • Bradley Review (2008) • Recommendation 30 That the Australian Government regularly review the effectiveness of measures to improve higher education access and outcomes for Indigenous people in consultation with the Indigenous Higher Education Advisory Council.

6. National Indigenous Higher Education Workforce Strategy (NIHEWS) 2011 • AIM: to develop a national Indigenous workforce for the higher education sector. • Enhance employment pathways for existing Indigenous employees • Increase new employment opportunities for Indigenous people • Develop a working environment appropriate to the needs of Indigenous people • Community engagement & outreach • Effective implementation of the NIHEWS

7. Indigenous Higher Education (Universities Australia 2011) • Indigenous people should be actively involved in university • governance and management (p.5) • All graduates of Australian universities should be culturally • competent (p.9) • University research should be conducted in a culturally competent • way that empowers Indigenous participants and encourages • collaboration with Indigenous communities (P.13) • Indigenous staffing should be increased at all appointment levels • and, for academic staff, should cover a wider variety of academic • fields (p.16) • Universities should operate in partnership with local Indigenous • communities and should help disseminate culturally competent • practices to the wider community (p.24) • (recommendations from Universities Australia (2011) • Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities)

8. Indigenous participation in higher education sector • Indigenous Australian participation at all levels of Australia’s higher education system are way below parity with current trends (Walter 2011) • In 2010 Australian universities employed 315 full time equivalent Indigenous Australians in academic positions; on average less than 10 per university or around .7% of all academic staff, a rise of .13% in 5 years (Walter 2011) • This means academic staff numbers have to increase nationwide by 350% before they approach parity and if this rate of increase keeps up this will happen by the year 2078 • Very few Indigenous Australians employed in faculties or schools outside Indigenous Centres. (Walter et al 2011)

9. Indigenous academic employment Curtin University

10. Curtin RAP plan: Statement of reconciliation and commitment Curtin does not tolerate prejudice, racism or harassment in any form. In pursuing our educational mission we remain dedicated to the principles of social justice and will act in consultation with the Aboriginal community. In particular, we will • promote an understanding of Indigenous culture and history; • direct strategies toward the increased participation of Indigenous peoples as students and staff in the full range of university activities; • continue our commitment to Indigenous research and development with an emphasis on health and education; • develop our physical environment with sensitivity and respect for Indigenous traditions and beliefs through consultation with the local Aboriginal community

11. INTERCULTURAL

13. Vincent Lingiari (c.1908 to 1988) Source: Identity, July 1971

17. Model of intercultural leadership • Personal capabilities—a sense of self within an intercultural world; develop self reflection in relation to teaching and learning and the community which guides their work • Relationship capabilities—the ability to nurture intercultural relationships between staff and students • Professional capabilities—to be effective in unfamiliar and changing circumstances develop and apply personal skills eg the ability to exercise good judgement when faced with contested values and apply ethical principles in complex situations (Frawleyet al., 2010, p.14).

18. Model of intercultural leadership • Organisational capabilities—ability to respond to complex situations with confidence and to actualise skills and abilities • Intercultural capabilities—founded in the pedagogy of intercultural teaching and permeate through the other capabilities and enable individuals to work within intercultural “overlaps” creating opportunities for real engagement and conversation between teaching staff, students and community members (Frawleyet al., 2010, p.14)

19. Academic leadership capability framework (Scott et al 2008)

20. Modules • Module 1: Introduction to intercultural (I/C) teaching & learning leadership • Module 2: Mindfulness in the classroom • Module 3: I/C skills to facilitate learning • Module 4: Professional skills for I/C leadership • Module 5: Relationship & personal skills for I/C leadership • Module 6: Summary and where to from here