To those of you who have participated in previous Asia Pacific Conferences on Educational Integri... more To those of you who have participated in previous Asia Pacific Conferences on Educational Integrity, or who have connected through the International Journal for Educational Integrity, this is an opportunity to continue the conversation. To those who are newer to this exciting interdisciplinary field, we look forward to your critical insights and interventions over the coming days … and beyond. Many of the participants are local, but we are also welcoming people from the United States,
The HDR Student Benchmarking project provided a rare opportunity to review and compare support pr... more The HDR Student Benchmarking project provided a rare opportunity to review and compare support processes for higher degrees by research (HDR) candidates in depth at different Australian universities. The benchmarking between Deakin University, the University of Tasmania and the University of Wollongong has produced a timely report card on the health of the support for HDR candidates at UTAS. The self-review process identified a number of areas of good practice and areas for improvement. There are a number of initiatives already underway to rectify shortcomings. The peer review process affirmed the self-review assessment that UTAS has implemented a number of changes which have benefitted HDR candidates and supervisors, but more work needs to be done to improve other aspects of support mechanisms.
1.The University of Wollongong is committed to providing an excellent teaching and learning exper... more 1.The University of Wollongong is committed to providing an excellent teaching and learning experience for its staff and students. The University recognises that: a. the leadership of the Subject Coordinator can facilitate the development of a community of practice; b. an effective community of practice can result in a significant reduction in the overall time required for effective subject coordination; c. communities of practice entail a culture of respect, participatory engagement and collegiality where teaching and teachers are valued; d. teaching teams inspire teachers when they function as communities of practice; and e. the teaching team is a key site for the development of professional identity. 2. These Guidelines provide information to assist Subject Coordinators in their leadership role and the building of a community of practice.
ABSTRACT Since Universities Australia’s Indigenous Strategy recommended a sector-wide approach to... more ABSTRACT Since Universities Australia’s Indigenous Strategy recommended a sector-wide approach to ‘closing the gap’ between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding Jindaola, a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It ‘hacks’ the curriculum development space with staff through Aboriginal way towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of ‘heterotopia’, and interview data from 30 participants, to describe how Jindaola usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.
To those of you who have participated in previous Asia Pacific Conferences on Educational Integri... more To those of you who have participated in previous Asia Pacific Conferences on Educational Integrity, or who have connected through the International Journal for Educational Integrity, this is an opportunity to continue the conversation. To those who are newer to this exciting interdisciplinary field, we look forward to your critical insights and interventions over the coming days … and beyond. Many of the participants are local, but we are also welcoming people from the United States,
The HDR Student Benchmarking project provided a rare opportunity to review and compare support pr... more The HDR Student Benchmarking project provided a rare opportunity to review and compare support processes for higher degrees by research (HDR) candidates in depth at different Australian universities. The benchmarking between Deakin University, the University of Tasmania and the University of Wollongong has produced a timely report card on the health of the support for HDR candidates at UTAS. The self-review process identified a number of areas of good practice and areas for improvement. There are a number of initiatives already underway to rectify shortcomings. The peer review process affirmed the self-review assessment that UTAS has implemented a number of changes which have benefitted HDR candidates and supervisors, but more work needs to be done to improve other aspects of support mechanisms.
1.The University of Wollongong is committed to providing an excellent teaching and learning exper... more 1.The University of Wollongong is committed to providing an excellent teaching and learning experience for its staff and students. The University recognises that: a. the leadership of the Subject Coordinator can facilitate the development of a community of practice; b. an effective community of practice can result in a significant reduction in the overall time required for effective subject coordination; c. communities of practice entail a culture of respect, participatory engagement and collegiality where teaching and teachers are valued; d. teaching teams inspire teachers when they function as communities of practice; and e. the teaching team is a key site for the development of professional identity. 2. These Guidelines provide information to assist Subject Coordinators in their leadership role and the building of a community of practice.
ABSTRACT Since Universities Australia’s Indigenous Strategy recommended a sector-wide approach to... more ABSTRACT Since Universities Australia’s Indigenous Strategy recommended a sector-wide approach to ‘closing the gap’ between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding Jindaola, a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It ‘hacks’ the curriculum development space with staff through Aboriginal way towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of ‘heterotopia’, and interview data from 30 participants, to describe how Jindaola usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.
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Papers by Alisa Percy