The DOI matches its Crossref record.
Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia
Abstract
In this new era in tertiary education in Australia, the opportunity exists not only to meet the needs of Aboriginal and Torres Strait Islander students and thus redress low access and participation rates, but also to build a system that privileges Aboriginal and Torres Strait Islander knowledges and ways of learning. To be able to do such a thing would require a shared vision and approach from within the institution and across the academy. In Australia, there is one tertiary education provider with the experience and expertise to be able to develop such an approach – Batchelor Institute of Indigenous Tertiary Education (BIITE). BIITE has been engaged in the post-secondary education of Aboriginal and Torres Strait Islander peoples for over 40 years, evolving from a small vocational programme to become a dual sector provider with over 2700 students from across Australia (BIITE, 2011, p. 21). BIITE's philosophy of adult education is that of both-ways, which has been built from knowledge shared by Aboriginal peoples in the Northern Territory. The methodology presented in this paper extends the both-ways philosophy into a generative framework that has applicability in the many different contexts of Aboriginal and Torres Strait Islander tertiary education in Australia. It is our intention to generate a broader discussion about this opportunity in tertiary education and shift the discourse from inclusion of Aboriginal and Torres Strait Islander students to recognising the knowledges…
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“Rather than compromising one another and becoming a homogenous whole, this “Two Ways” or “Both Ways” metaphor centres around the creation of a new space where two understandings and knowledges can come together equitably and work in parallel-ultimately creating greater shared understanding (Bat et al., 2014).”
From “Two‐Eyed Seeing”: An Indigenous framework to transform fisheries research and management (2021) · cites this paper as Bat et al., 2014
Citations
Cites
Still being checked.
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Cited by
“Two‐Eyed Seeing”: An Indigenous framework to transform fisheries research and management
Reid, A. J., Eckert, L. E., Lane, J., Young, N., Hinch, S. G., Darimont, C. T., Cooke, S. J., Ban, N. C., & Marshall, A. (2021) · Fish and Fisheries · doi:10.1111/faf.12516 · Cited by 652
“…compromising one another and becoming a homogenous whole, this "Two Ways" or "Both Ways" metaphor centres around the creation of a new space where two understandings and knowledges can come together equitably and work in parallel—ultimately creating greater shared understanding (Bat et al., 2014).”
Background
Metadata
- Authors
- Bat, M., Kilgariff, C., & Doe, T.
- Affiliations
- Charles Darwin University (AU)
- Batchelor Institute of Indigenous Tertiary Education (AU)
- Corresponding author
- Bat, Melodie
- ORCID
- Bat, Melodie
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2014-08-26
- Volume
- 33
- Issue
- 5
- Pages
- 871-886
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W1965882878
- Cited by
- 41
- References
- 0
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 5 · 2022: 3 · 2021: 4 · 2020: 6 · 2019: 4 · 2018: 4 · 2017: 2 · 2016: 1 · 2015: 2 · 2014: 1
- FWCI
- 2.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Higher Education Research & Development (publishedVersion)
- Funders
- Batchelor Institute of Indigenous Tertiary Education
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Anthropology › Australian Indigenous Culture and History
- Keywords
- Aboriginal and Torres Strait Islander students, indigenous knowledge, learning methods, access and participation, adult education, generative framework, Northern Territory
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