Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander university students

Braden Hill; Caroline Nilson; Bep Uink; Catherine Fetherston

doi:10.55146/ajie.v52i2.656

Authors

Braden Hill Edith Cowan University https://orcid.org/0000-0001-7226-3211
Caroline Nilson Murdoch University https://orcid.org/0000-0003-3975-3862
Bep Uink Murdoch University https://orcid.org/0000-0002-4030-6261
Catherine Fetherston Murdoch University https://orcid.org/0000-0002-2834-7650

DOI:

https://doi.org/10.55146/ajie.v52i2.656

Keywords:

cultural interface, Indigenous education, student experience, transformative learning

Abstract

Research on transformative learning (Mezirow, 1991), particularly within the context of higher education, has demonstrated the significant impact university learning can have on a wide range of cohorts across diverse learning contexts. However, the extensive body of literature pertaining to transformative learning remains largely silent on the experiences of Aboriginal and Torres Strait Islander university students and the extent to which their engagement with academia can be transformative. Nevertheless, Nakata’s (2007b) cultural interface theory has shaped policy, practice and thought in Indigenous higher education, elucidating the nuances, complexities and challenges that confront Indigenous students in their journey through university. In bringing together these two critical theories, this study investigated the journeys of three undergraduate Indigenous university students finding that university can indeed be a site of positive personal transformation. Such changes were fostered through critical peer support relationships, relationships with family and loved ones as well as a growing confidence and pride in their cultural identities. These findings have important implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.

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Author Biographies

Braden Hill, Edith Cowan University

Professor Braden Hill is a Noongar Wardandi man and Deputy Vice-Chancellor (Students, Equity and Indigenous) at Edith Cowan University. He has held institutional leadership roles at pro vice-chancellor and director level within student experience, Indigenous higher education, and student and student/staff equity. His research interests focus on Indigenous higher education and Indigenous/LGBTQIA+ socio-emotional wellbeing.

Caroline Nilson, Murdoch University

Associate Professor Caroline Nilson is a registered nurse/midwife academic researcher with the Murdoch University School of Nursing. Caroline is also a research member of the Murdoch University Ngangk Yira Institute for Change within the Coolamon Research Centre. Her research focuses on community co-designed Aboriginal translational health promotion and health education research with particular interest in the development of food literacy for improved health and wellbeing across the life course.

Bep Uink, Murdoch University

Associate Professor Bep Uink (she/her) is a Noongar woman and Dean of Indigenous Knowledges, Murdoch University. Her research focuses on understanding how socially determined disadvantage impacts the social emotional wellbeing of young people, both Indigenous and non-Indigenous, and how social systems such as higher education and racism can support or detract from young peoples’ wellbeing.

Catherine Fetherston, Murdoch University

Professor Emerita Catherine Fetherston was Head of the School of Nursing at Murdoch University from 2012 to 2021 and has a broad range of experience in research, leadership, management and curriculum development. Cathy has provided healthcare alongside Aboriginal Health Care Workers in their communities and has also participated in research and co-authored papers on Aboriginal community healthcare programs. In 2020 she collaborated to initiate the first Teaching Hospital/First Nations partnership for Western Australian Aboriginal registered nursing students.

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