Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people

Matilda Harry; Michelle Trudgett; Susan Page; Rebekah  Grace

doi:10.55146/ajie.v52i1.46

Authors

Matilda Harry Western Sydney University https://orcid.org/0000-0002-0254-2757
Michelle Trudgett Western Sydney University https://orcid.org/0000-0001-6022-0169
Susan Page Western Sydney University https://orcid.org/0000-0003-4697-3716
Rebekah Grace Western Sydney University

DOI:

https://doi.org/10.55146/ajie.v52i1.46

Abstract

This article discusses mentorship provided to Indigenous Australian secondary school leavers. The authors suggest that although current scholarship in the field is insightful, there is a dearth focussing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematizes Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are full-time working, studying or both studying and working (Australian Bureau Statistics, 2021; Department of Prime Minister and Cabinet, 2018). This is concerning as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (O’Shea, McMahon, Priestly, Bodkin-Andrews & Harwood, 2016). By centring national and international First Nations scholars the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young peoples’ connections with culture, community, Elders and Country.

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Author Biographies

Matilda Harry, Western Sydney University

Matilda Harry is a proud, young Wiradjuri woman who is passionate about making positive social change for all Australian young people. She has commenced candidature in a Doctor of Philosophy at Western Sydney University. Her thesis is examining mentorship provided to Indigenous Australian secondary school graduates and will establish a model of best practice, culturally strong, two-way Indigenous mentorship. Matilda graduated with a professional certificate in Indigenous Research from Melbourne University and a master degree in Primary Education from Western Sydney University. Recently, she published several papers discussing youth needs with the Greater Sydney Commission. Matilda has been an invited keynote speaker at multiple state and national events and has achieved several awards for community engagement and academic excellence.

Michelle Trudgett, Western Sydney University

Professor Michelle Trudgett is an Indigenous scholar from the Wiradjuri Nation in New South Wales. Michelle holds the position of Deputy Vice-Chancellor, Indigenous Leadership, at Western Sydney University. Prior to this appointment, she served as the inaugural Director of the Centre for the Advancement of Indigenous Knowledges at the University of Technology Sydney, and was previously the Head of Indigenous Studies at Macquarie University. In recognition for her contributions to higher education, Michelle has received several awards including the highly prestigious National NAIDOC Scholar of the Year Award, the Neville Bonner Award for Teaching Excellence, and the University of New England Distinguished Alumni Award.

Susan Page, Western Sydney University

Professor Susan Page is an Aboriginal Australian academic whose research focuses on Aboriginal and Torres Strait Islander peoples’ experience of learning and academic work in higher education and student learning in Indigenous Studies. Susan’s current role is Director of Indigenous Learning and Teaching at Western Sydney University. She has collaborated on a number of competitive research grants, has received a national award for Excellence in Teaching (Neville Bonner Award) and is well published in the area of Indigenous higher education. From 2015 to 2018 Susan was an elected Director of the National Aboriginal and Torres Strait Islander Higher Education Consortium and she is currently an appointed Indigenous representative for the Universities Australia Deputy Vice-Chancellor (Academic) Committee.

Rebekah Grace, Western Sydney University

Associate Professor Rebekah Grace is the Director of TeEACH (Transforming early Education And Child Health), a Western Sydney University research centre. Her research seeks to understand the complexities characterising the lives of people who experience disadvantage, adversity and marginalisation. It is multi-disciplinary research, spanning the education, psychology, health and social welfare fields. Rebekah is committed to participatory methods and privileging the voices of key stakeholders, including children and community members. In the 16 years since the commencement of her academic career, Rebekah has secured more than $11 million in research funding and published over 60 works. She has received multiple awards, including four for excellence in Aboriginal research and community engagement.

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