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

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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References

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Published

2019-12-01

How to Cite

Nakata, M., Nakata, V., Day, A., Martin, G., & Peachey, M. (2019). Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies. The Australian Journal of Indigenous Education, 48(2), 119–128. https://doi.org/10.1017/jie.2017.39

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Articles