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

Martin Nakata; Vicky Nakata; Andrew Day; Gregory Martin; Michael Peachey

doi:10.1017/jie.2017.39

Authors

Martin Nakata James Cook University
Vicky Nakata James Cook University
Andrew Day Deakin University
Gregory Martin University of Technology Sydney
Michael Peachey University of New South Wales

DOI:

https://doi.org/10.1017/jie.2017.39

Keywords:

Indigenous Australian undergraduates, higher education, tutoring

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.

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