Centre for the Advancement of Indigenous Knowledges

2018 Annual Report

Contents

Message from the Director 3

Our Staff 4

CAIK Higher Degree Research Students 6

Our Story 10

2018 Snapshot 11

CAIK Branding 12

Highlights and Achievements 13

2018 Research Summary 14

Indigenous Graduate Attribute Highlights 18

Aboriginal Sydney Now 2018 20

CAIK Management Committee 22

caik.uts.edu.au

Acknowledgement of Country

UTS acknowledges the Gadigal People of the Eora Nation and the Boorooberongal People of the Dharug Nation upon whose ancestral lands our campuses stand. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

Acknowledgement of Investors

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Message from the Director

It is with great pride that I present you with the 2018 Annual Report for the Centre for the Advancement of Indigenous Knowledges (CAIK) at the University of Technology Sydney. Since CAIKs inception in February 2015, the Centre has cemented itself as a leading space for Indigenous research, teaching, and graduate attribute work. We have established a stellar team of exceptional staff and students who work collegially to produce positive outcomes for Indigenous education and social justice agendas.

CAIK’s research achievements have continued to be outstanding. In 2018, the 3 CAIK academics were responsible for attracting over one million dollars in new grant funding, 20 publications, 12 conference presentations and 18 research

capacity building workshops. Of notable importance, Dr Katrina Thorpe (currently at Sydney University) was sponsored by CAIK in the Inaugural Chancellor’s Postdoctoral Research Fellowship Scheme. I am incredibly pleased to report that Dr Thorpe’s application was successful and she will commence employment with CAIK in early 2019.

In the learning and teaching area our Aboriginal Sydney Now subject has been a huge success with 815 students enrolled this year. CAIK has done an outstanding job at ensuring the successful completion of Stage One of the Indigenous Graduate Attribute Project. We can now confidently say that all Faculties at UTS are either incorporating Indigenous Graduate Attributes across all their degree

programs, or have a firm plan on how this will be achieved in the near future.

Finally, I would like to take this opportunity to thank my incredible team – Professor Susan Page, Associate Professor Gawaian Bodkin-Andrews and Mr Gavin Stanbrook – the dedication and diligence each of them brings to their craft is of the highest standard. The biggest thanks goes to each of them, as well as their families for their ongoing support throughout the year.

Kindest regards,

Professor Michelle Trudgett

“Since its inception four years ago, the Centre for the Advancement of Indigenous Knowledges has provided outstanding leadership and oversight of the Indigenous Graduate Attribute project - positioning UTS as national leaders in a strengths-based Indigenous education approach. Michelle, Susan and Gawaian have also made an excellent contribution to the university and our nation as outstanding researchers which is evident in their ability to secure competitive funding and the production of high quality publications.”

Professor Attila Brungs Vice-Chancellor University of Technology Sydney

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Professor Michelle Trudgett

Professor Michelle Trudgett is an Indigenous scholar from the Wiradjuri Nation in New South Wales.

Michelle has held the position Director of the Centre for the Advancement of Indigenous Knowledges at the University of Technology Sydney since its inception at the beginning of 2015.

Prior to this she was employed as the Head of Indigenous Studies at Macquarie University. Michelle received the prestigious National NAIDOC Scholar of the Year Award in 2018. She has held three grants funded by the Australian Research Council, two as the lead Chief Investigator.

Michelle has developed an international reputation as a leading Indigenous Australian scholar whose research provides considerable insight into the area of Indigenous participation in higher education, with a specific focus on the postgraduate sector.

Michelle is currently working on a significant ARC project (with colleague Prof Susan Page) which will reshape the way universities currently ‘do business’ with Indigenous Australians through focusing on Indigenous leadership in higher education.

Our Staff

“ In 2019 I will become part of the CAIK team as the inaugural Chancellor’s Postdoctoral Indigenous Research Fellow. I’m excited about this wonderful opportunity to research the impact of Learning from Country educational experiences in teacher education courses in Australia and Canada. CAIK will provide the perfect community and scholarly home for this project. I can’t wait to get started on my research and I’m equally looking forward to working with HDR candidates enrolled through CAIK.”

Dr Katrina Thorpe

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Professor Susan Page

Professor Susan Page is an Aboriginal 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.

She is part of the team leading the UTS wide Indigenous Graduate Attribute project. Early in her academic career, Susan was awarded a university Excellence in Teaching Award (University of Sydney). Susan’s current Australian Research Council funded research (with Professor Michelle Trudgett) is exploring Indigenous leadership in Higher Education.

Susan is a Director of the National Aboriginal and Torres Strait Islander Higher Education Consortium (Aboriginal Corporation). She has published widely on a range of topics related to Indigenous Higher education.

Gavin Stanbrook

Gavin is a descendant of the Gumbaynggirr nation in the Mid North Coast of New South Wales and the Yuin nation from Wallaga Lake on the South East Coast of New South Wales.

He is passionate about the discipline of Indigenous Studies and aims to position himself in the Higher Education sector to make a positive contribution to the discipline.

Gavin’s professional background stems from a substantial working period with the Queensland State Government, the Federal Government and the Higher Education Sector.

Gavin is employed as the Centre Administrator in the Centre for the Advancement of Indigenous Knowledges. He provides excellent administrative support to the academic team, organises events and is a friendly face that greets CAIK’S visitors.

Associate Professor Gawaian Bodkin-Andrews

Gawaian Bodkin-Andrews, of the D’harawal nation, is a researcher and lecturer whose outputs are increasingly encapsulating and promoting Aboriginal Australian standpoints and perspectives across a diversity of disciplines (most notably education and psychology).

He has managed and led numerous research grants investigating a diversity of topics including, mental health, mentoring, identity, Traditional Knowledges, education, racism, and bullying. His projects have led to the development of a strong foundation in developing robust and diverse research designs, with an increasing dedication to Indigenous Research Methodologies.

From this framework, he is continually developing his experience in applying quantitative and qualitative methods within his scholarly work. His research has also attracted a number of national and international awards (including the AARE Betty-Watts Indigenous Researcher award), and he has produced the Healing the Wounds of the Heart documentary focusing on developing resiliency against racism for Aboriginal youth.

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Treena Clark BPR (UniSA), BHons (UniSA)

Project title: Indigenous public relations, feminism and resistance in Australia.

Treena Clark is a Kokatha and Wirangu woman from Adelaide, South Australia, who has spent time living, working and studying in Sydney. Treena is a graduate from the University of South Australia where she earned both the Bachelor of Public Relations (2009) and Bachelor of Arts (Honours) (2012) degrees. Treena is currently a PhD candidate at the University of Technology Sydney, researching about Aboriginal and Torres Strait Islander ways of conducting public relations, frameworks for decolonising the western (Australian) practice of public relations and the women who have contributed and carved their path and name within it. Treena hopes this research will substantially contribute to the emerging Indigenous research and theory within the field of public relations and to the self determination of Indigenous communities and organisations.

CAIK Higher Degree Research Students

“ Much has changed since I started my PhD in 2016. Now into the third year of my candidacy there have been many challenges encountered along the way, important critiques to be considered and a sense of urgency that it is all finally coming to an end. Throughout all of this there has also been one constant. When things having been going well, my principal supervisor, Professor Michelle Trudgett has been congratulatory, and on the days when everything seemed so overwhelming and I wanted to give up, she has been there to provide support and generous guidance. For this I will always be extremely grateful. In the end, a PhD does not define who we are as people, it simply offers another opportunity to seek out more knowledge.”

Grace O’Brien, CAIK PhD Candidate

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Grace O’Brien MIndigenousEd (Macq),BA Drama (QUT), BEd (QUT), AssocDipArts (QUT)

Project title: Educational Experiences of Young Indigenous Males and their Over-representation in the Queensland Juvenile Justice System.

Grace O’Brien was born in Scotland, from Irish/Scots heritage. She has worked in partnership with Indigenous communities for many years. Grace completed her Master of Indigenous Education through Macquarie University and received the Vice Chancellor’s commendation for Academic Excellence. Now in her final stages of completing her PhD at UTS, Grace is researching the educational exclusion of young Indigenous males and their over-representation in juvenile detention.

Rhonda Povey Master of Indigenous Education (Macq), BA (UNE), Dip Ed (CSU)

Project title: Speaking back: Aboriginal lived experiences and perceptions of western education at Moola Bulla Native Station, 1910-1955.

Rhonda Povey has worked in the field of Indigenous education for many years; most recently she worked for 6 years at a remote school on Jaru and Gija country, in the East Kimberley Region of Western Australia. In 2017 she returned to the East Coast to undertake full-time study.

Rhonda has completed a Masters of Indigenous Education through Macquarie University and she is now a PhD student at the Centre for Advancement of indigenous Knowledges, University of Technology, Sydney. Her area of research is related to the period of colonisation of the East Kimberley region in Western Australia and the impact of the spread of the cattle industry onto traditional lands. In particular, Rhonda is interested in centring the lived experiences and perspectives held by Aboriginal people of the East Kimberley, in terms of gaining a western education.

Rhonda hopes her work will significantly contribute to the body of knowledge about Aboriginal education in remote contexts through the writing of a decolonised history of western education at Moola Bulla Station. Rhonda also wants to honour the many families of the East Kimberley who lived at Moola Bulla Station, 1910-1955.

Nathan West MPhil Social Anthropology (The University of Cambridge), BSc(Hons) Construction Management (University of Newcastle)

Project title: Horizons of Choice: An Anatomy of Indigenous Decision-Making in Australian Resource Projects.

Nathan is a Biripi man born and raised on Awabakal country in Lake Macquarie, NSW. With a Bachelor of Construction Management (Hons) (2009) from The University of Newcastle, Nathan has gained over five years management experience delivering both public and private building and infrastructure projects. In 2015, Nathan graduated from a MPhil in Social Anthropology from The University of Cambridge as a Roberta Sykes Scholar where he completed a research project investigating the role of extractive projects in achieving economic development outcomes for Indigenous Matsigenka communities in the Peruvian Amazon.

Nathan’s PhD at the University of Technology Sydney examines the complex interactions between social, economic and political systems and their relationship with Indigenous self-governance and resource management. Employing a social-ecological system framework, his PhD seeks to highlight the configurations of and relationships between different variables as they relate to a community’s ability to self-govern. Ultimately, Nathan aims to help facilitate sustainable and self-determined development outcomes through a promotion of local self-organisation opposed to panacea-type state interventions.

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Shannon Foster BA Visual Arts (WSU), Post Graduate Diploma of Education (USYD)

Project title: The Narinya (Living Dreaming) of the D’harawal people of War’ran (Sydney).

Shannon Foster is a Sydney based D’harawal Saltwater Knowledge Keeper, educator and artist who has been teaching her family’s stories for over twenty years to a range of audiences in learning institutions such as Sydney Olympic Park, Taronga Zoo, Australia Museum, UTS, The University of Sydney and the University of NSW. Throughout her career Shannon has noticed a large gap in site-specific, Sydney based Aboriginal knowledge, not just in education but also in the wider Australian community. Shannon hopes to address this discrepancy through her PhD research as she documents the stories and knowledges of her family - the D’harawal people of the Sydney region.

Lynn Griffin MIndigenousEd (Macq), BBA(SCU)

Project title: School’s Out for Some: an analysis of the barriers of NAPLAN experienced by some Indigenous Australian learners.

Lynn Griffin is an Indigenous PhD candidate from the Barunggam Nation. Her research interests are Indigenous education and continuing disparity and discrimination for Indigenous Australians in education.

She is a committed advocate for social justice and human rights. Whilst studying in the Master of Indigenous Education, Lynn became aware of the inequity that exists in educational outcomes between Indigenous and non-Indigenous learners in Australia. She believes this discrepancy needs to be examined, analysed and action appropriated. For these reasons her research is centred on this important area of social.

CAIK Higher Degree Research Students

Michelle Locke M.IndigenousEd (Macq), B.Ed Early Childhood (UWS), DipTeach. Early Childhood (UWS)

Project title: Yanna Jannawi. (Walk with Me). Centering Indigenous Ways of Knowing in Early Education and Care Settings.

Michelle Locke is a proud Darug woman, a descendant of the Boorooberongal Tribe (Richmond NSW) through her maternal Grandmother. She has worked in the field of Early Childhood Education in a variety of roles from teacher, Director, Transition to School Coordinator and as a Tafe and Higher Education Lecture/Tutor. The aim of Michelle’s research is to identify Indigenous perspectives on approaches to the inclusion of Indigenous Ways of Knowing in mainstream early childhood settings. Ultimately, she would like to determine if active investigation and engagement with the natural environment, (i.e. Indigenous Country) can serve as a vehicle to open discussion and engagement with local Aboriginal people.

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Lisa Oliver BRM (CDU)

Project title: Exploring the Role Aboriginal Women’s Groups Play in Building Social Capital Amongst Australian Aboriginal Women.

Lisa Oliver is a proud member of the Gamilaraay nation north-western New South Wales and mummy to baby twins. She has a degree in Natural and Cultural Resource Management with Charles Darwin University, and has worked and travelled across remote Northern Australia with Indigenous communities. She is currently undertaking a PhD in the hope the findings will support Aboriginal Women’s Groups across Australia.

Stacey Coates MTeach Primary (WSU), BSocSc Psychology (WSU)

Project title: Indigenous Leadership in Higher Education: A National Study.

Stacey is a proud Wiradjuri woman, born in Gadigal country and living on Dharawal land. She previously worked in the field of child welfare, before moving into the teaching realm. As a passionate Indigenous educator, Stacey has a natural love of learning. She is highly motivated to further her studies in the area of educational research, focusing on increasing educational opportunities and long-term advancement of Indigenous people. As a PhD candidate at the University of Technology Sydney, Stacey is examining synergies between the governance structures within Australian universities and outcomes in relation to Indigenous Higher Education. Ultimately, Stacey aims to facilitate the capacity to build and promote strong foundations for lasting positive change.

“ I am extremely grateful for the high level of support and guidance the CAIK team have provided me during the first three months of my PhD journey. Commencing a PhD is really daunting, especially while trying to juggle family and community commitments. However, the genuine encouragement the CAIK team continually provide has already made it such an enriching and invaluable experience.”

Stacey Coates, CAIK PhD Candidate

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“ Since its establishment in 2015, the Centre for the Advancement of Indigenous Knowledges (CAIK) has positioned itself at the forefront of Indigenous teaching and learning at UTS. It is acknowledged and esteemed nation-wide for its high-quality, high-impact Indigenous research and for the promotion and progression of Indigenous knowledge. CAIK’s work has made a vital contribution to transforming the way UTS students engage with Indigenous cultures, and ensuring that Indigenous education is for all Australians.”

Professor Michael McDaniel Pro Vice-Chancellor (Indigenous Leadership and Engagement) Director, Jumbunna Institute for Indigenous Education and Research

The Centre for the Advancement of Indigenous Knowledges (CAIK) was established in February 2015. It began with the appointment of Professor Michelle Trudgett as the Inaugural Director of CAIK and the subsequent appointments of two leading Indigenous Australian academics – Professor Susan Page and Associate Professor Gawaian Bodkin-Andrews. A few months later they were joined by Gavin Stanbrook, CAIK’s Administrator.

CAIK was initially developed to oversee stage one of an Indigenous Graduate Attribute Project – a unique

highly specialised area that involves working with academics across all Faculties at UTS to embed a specific graduate attribute that means all UTS students will have the skillset and ability to work effectively with and for Indigenous Australians. Over the last four years CAIK expanded its remit to include the supervision of a cohort of Higher Degree Research students and the development of a subject called Aboriginal Sydney Now while maintaining impressive research portfolios. We look forward to and exciting future and continuing to write the pages of CAIKs story.

Our Story

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2018 Snapshot

1. NAIDOC 2018 Awards.

2. Shannon Foster comes runner up in the UTS Three Minute Thesis Competition!

3. Prof Karen Martin presents at CAIK for the 3rd FASS Indigenous Research Forum.

4. Dr Chelsea Bond presents at CAIK!

5. CAIK Staff and Students at the CAIK Writing Retreat, Hawkesbury Val.

6. CAIK Staff and Students at the CAIK Writing Retreat, Hawkesbury Val.

7. Prof Dawn Bessarab joins CAIK and FASS Indigenous staff and HDR students for the 1st FASS Indigenous Research Forum.

8. Professor Michelle Trudgett wins NAIDOC 2018 Scholar of the Year!

9. NAIDOC 2018 Awards.

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Centre for the Advancement of Indigenous Knowledges

caik.uts.edu.au

UTS CRICOS 00099F22087 JULY 2018

CAIK Branding

In 2018 we commissioned CAIK PhD Student Shannon Foster to produce an art piece that would form the core basis of CAIK’s branding going forward.

The new style and design draws from the beautiful acrylic/ink piece, “Buldyan” (Grandfather), 2018.

Shannon was recently successful in winng the UTS Indigenous Excellence Award at the UTS Human Rights Awards 2018. Shannon also won the FASS Three Minute Thesis Competition (3MT) and then went on to become runner up at the UTS wide 3MT in 2018.

Professor Kate McGrath (UTS DVCR), Ms Shannon Foster, Professor Susan Page (CAIK) and Professor Michelle Trudgett (CAIK Director)

CAIK branding example

Shannon Fosters grandfather Fred Foster pictured here second from the left

Shannon pictured here with her father

“ Buldyan (Grandfather – Fred Foster) is inspired by my grandfather’s body painting. A D’harawal, saltwater, snake man from La Perouse (Sydney), my grandfather’s body painting represents the fish – an important animal in our saltwater Dreaming and everyday life. This artwork is a stylistic representation of several key cultural icons; the fish skeleton; the movement of water in Gamay (Botany Bay) and the forms of the snake dance that my Grandfather was known for.

Buldyan has been created not just to honour my grandfather but also to celebrate the Indigenous visual arts and cultures of the Sydney region that have been long overlooked in favour of Indigenous knowledges from other areas of Australia that are deemed to be the more “traditional” and “authentic” Aboriginal cultures. Buldyan contributes to a body of work that has been created to ensure that the very real and thriving Indigenous Sydney cultures and art are shared and preserved for the future.”

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Centre for the Advancement of Indigenous Knowledges

1. Professor Michelle Trudgett was awarded the prestigious 2018 National NAIDOC Scholar of the Year Award.

2. Professor Michelle Trudgett and Professor Susan Page were successful in securing $503,015 from the Australian Research Council for a project titled ‘Developing Indigenous Australian early career researchers.’

3. Associate Professor Gawaian Bodkin-Andrews and Professor Bronwyn Carlson (Macquarie) were successful in securing $502,000 in funding from the Australian Research Council for a project titled ‘Shielding our futures: Storytelling with ancestral and living knowledge.’

4. Professor Susan Page was appointed to University Australia’s Deputy Vice-Chancellor Academic committee.

5. Associate Professor Gawaian Bodkin-Andrews was appointed to the Australian Research Council’s College of Experts and the ARC Research Evaluation Committee.

6. Dr Katrina Thorpe was sponsored by CAIK for the Chancellor’s Inaugural Postdoctoral Research Fellowship Scheme. In a strong field, she secured this prestigious role and will join the CAIK team in early 2019.

7. CAIK PhD student Shannon Foster won the Faculty of Arts and Social Sciences 3 Minute Thesis competition and was runner up in the UTS 3 Minute Thesis competition.

Highlights and Achievements

“ UTS is committed to developing the next generation of Indigenous researchers. Thanks to the leadership of the CAIK team, UTS is not only delivering on this commitment, we are leading the Australian higher education sector. Yes, we have the most Indigenous higher degree research students enrolled. More importantly, we are engaged evidence-based best practice for Indigenous graduate research because our CAIK researchers.”

Professor Lori Lockyer Dean, Graduate Research School

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CAIK 2018 Annual Report Research Summary

Indigenous Higher Degree Research Program

CAIK had nine students undertaking their PhD programs with us in 2018, seven of whom are Indigenous Australians. All CAIK HDR students have chosen to pursue research in areas of significant importance to our community. Their findings will provide valuable and rich insights into how Australia can better recognise, respect, and acknowledge, the importance of Indigenous histories, culture and people. We are extremely proud of the excellent research contributions of these students.

Indigenous Graduate Attribute Research

The Centre for the Advancement of Indigenous Knowledges (CAIK) has been committed to evaluating and measuring the important Indigenous Graduate Attribute (IGA) work we do in order to disseminate our findings across the sector. In 2018 CAIK developed a short measure of student perceptions relating to the Indigenous Graduate Attribute. This measure was conceptually derived from earlier data collected in 2015-16, and includes more recent data collected in 2018. Drawing from a total of 442 student surveys collected across nine separate subjects, 15 ‘best-performing’ items were selected to adhere to the five key themes within the Indigenous Graduate Attribute Evaluation Framework. As a result, three items were

select to fall within the IGA related themes of Knowledge (The Gap, Deficit Thinking, and Survival), Reflectivity (Misinformation, Homogenisation, Cultural Safety), Indigenous Voice (Indigenous Authors, Indigenous Standpoints, the Cultural Interface), Community (Engagement, Protocols, Flexibility), and Applied Indigenous Knowledges (Confidence, Relevance, and Assessment). Whilst substantial variation was found in student responses to these themes (particularly across subjects), many of these measures were associated with lowered levels of racist attitudes, and also student burnout (Bodkin-Andrews, Page, & Trudgett, 2018).

Current Grants

Bennett, B., Green, S. & Bodkin-Andrews, G. Cultural responsiveness: measuring and evaluating social work practice. Australian Research Council – Discovery Indigenous (IN180100023). Awarded $374,000.

Bodkin-Andrews, G. & Carlson, B. Shielding our futures: Storytelling with ancestral and living knowledge. Australian Research Council - Discovery Indigenous (IN19100014). $502,000.

Trudgett, M. & Page, S. Walan Mayiny: Indigenous Leadership in Higher Education. Australian Research Council – Discovery Indigenous (IN180100026). Awarded $364,000.

Trudgett, M. & Page, S. Developing Indigenous Australian early career researchers. Australian Research Council - Discovery Indigenous (IN19100018). $503,015.

Publications

Accepted

Bodkin-Andrews, G. Trudgett, M.& Page, S. ‘Shaming the Silences: Indigenous Graduate Attributes and the Privileging of Aboriginal and Torres Strait Islander Voices’. Paper accepted by Critical Studies in Education on the 19th October 2018.

Foster, S. (2018). White Bread Dreaming. In A. Heiss (Ed). Growing up Aboriginal in Australia. Cartlon, Victoria - Australia: Black Inc.

Foster, S. (2018). Resisting Assimilation. IndigenousX. Published online, 25th August, 2018 at https://indigenousx.com.au/shannon-foster-resisting-assimilation/#.W8by5mgzaUk.

Foster, S. (2018). Because of her I can’t – the rematriation of her(story) in his(story). IndigenousX. Published online, 25th May, 2018 at https://indigenousx.com.au/shannon-foster-because-of-her-i-cant-the-rematriation-of-herstory-in-hisstory/#.W8cDzGgzaUk

Grace, R., Skerrett, M., Ritchie, J., Greenwood, M. & Trudgett, M. (in press). Early childhood education and care for Indigenous children and their families from colonized nations: Working towards culturally meaningful service provision. In J.

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Murray, B.B. Swadener & K. Smith (Eds.). Routledge International Handbook of Young Children’s Rights. Routledge.

Griffin, L. & Trudgett, M. ‘Everybody’s talkin’ at me: A review of literature about deficit discourse and deficit thinking’. Paper accepted by the Journal of Indigenous Issues on the 24th October, 2018.

Locke, M. 'Wirrawi Bubuwul- Aboriginal Women Strong'. Paper accepted by the Australian Journal of Education, 16th August, 2018.

McKenzie, J., Leckning, B., Bodkin-Andrews, G. & Silburn, S. (2018). Modelling key drivers of school education outcomes. In S. Silburn, S. Guthridge, J. McKenzie, J-Y Su, H. He. & S. Haste (Eds), Early Pathways to School Learning: Lessons from the NT data linkage study (pp. 129-146). Darwin: Menzies School of Health Research.

O’Brien, G. & Trudgett, M. (2018). ‘School House to Big House.’ Paper accepted by The Australian Journal of Indigenous Education, 1-9.

Page, S., Trudgett, M. & Bodkin-Andrews, G. (In press). Creating a Degree Focused Pedagogical Framework to Guide Indigenous Graduate Attribute Curriculum Development. Paper accepted by Higher Education on the 19th October, 2018.

Parker, P., Bodkin-Andrews, G., Trudgett, M. & Walter, M. (2018). ‘Gateways to Occupational Success: Educational Mobility and Attainment for Australian Aboriginal and Torres Strait Islander People’. In E. A. Marshall & J. Symonds (Eds). Young

Adult Development at the School-to-Work Transition: International Pathways and Processes, Oxford University Press, New York.

Silburn, S., Lynch, J., Guthridge, S., Midford, R., Brimblecombe, J., Walter, M., Schurer, S., Bodkin-Andrews, G. & Shaw. P. (2018). The NT Data Linkage Study. In S. Silburn, S. Guthridge, J. McKenzie, J-Y Su, H. He. & S. Haste (Eds), Early Pathways to School Learning: Lessons from the NT data linkage study (pp. 1-11). Darwin: Menzies School of Health Research.

Silburn, S., Guthridge, S., McKenzie, J., Walter, M., Bodkin-Andrews, G., He. V. & Su, J.Y. (2018). Methodology. In S. Silburn, S. Guthridge, J. McKenzie, J-Y Su, H. He. & S. Haste (Eds), Early Pathways to School Learning: Lessons from the NT data linkage study (pp. 21-28). Darwin: Menzies School of Health Research.

Walter, M. Lovett R., Bodkin Andrews, G. & Lee, V. (2018). Indigenous Data Sovereignty Briefing Paper 1. Miaim nayri Wingara Data Sovereignty Group and the Australian Indigenous Governance Institute.

Submitted

Bodkin-Andrews, G., Clark, T. & Foster, S. (Under Review). ‘What (is) Racism? Aboriginal and Torres Strait Islander secondary students experiences of racism'. In Steven Ratuva (Ed). The Palgrave Handbook of Ethnicity: Ethnic Relations and Policy Responses. Paper submitted on the 15th September, 2018.

Bodkin-Andrews, G. Page, S. & Trudgett, M. (Under Review). ‘Colonial Storytelling, Historical Trauma, and Australian Indigenous Studies: Where will Indigenous Graduate Attributes lie?’ Paper submitted to Race, Ethnicity and Education on the 19th June, 2018.Bodkin-Andrews, G. Page, S. & Trudgett, M. (Under Review). ‘Accountability and Complexities for Embedding Indigenous Studies: A Pilot Study into an Indigenous Graduate Attribute Evaluation measure’. Paper submitted to the Australian Journal of Education on the 26th August, 2018.

Page, S., Trudgett, M. & Bodkin-Andrews, G. (Under Review). ‘Tactics or Strategies? Exploring Everyday Requirements for Successful Implementation of an Indigenous Graduate Attributes Project’. Paper submitted to the Journal of Higher Education Policy and Management on the 27th August, 2018.

Povey, R. & Trudgett, M. (Under Review) ‘There was movement at the station: Western education at Moola Bulla 1910-1955’. Paper submitted to History of Education Review on the 19th October, 2018.

Povey, R. & Trudgett, M. (Under Review). ‘When camp dogs run over maps: ‘Proper-way’ research in an Aboriginal community in the north-east of Western Australia’. Paper submitted to Australian Aboriginal Studies Journal on the 1st September, 2018.

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CAIK 2018 Annual Report Research Summary

Conference Presentations & Keynotes

Bodkin-Andrews, G. (2018). Indigenous Data Sovereignty and the United Nations Declaration for the Rights of Indigenous Peoples. Invited presentation at the Indigenous Data Sovereignty Summit, 20th June, Canberra.

Bodkin-Andrews G. (2018). Healing through D’harawal Storytelling: Learning and unlearning the epistemic violence of colonial storytelling. Keynote presentation at Australian Association for Educational Research, 2nd – 6th December, Sydney.

Bodkin-Andrews, G. Page, S. & Trudgett, M. (2018). Evaluating and Critiquing an Indigenous Graduate Attribute: A (short) measure for holding universities accountable. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Clarke, T. (2018). Advancing knowledges and learning from pioneers: the role education systems play in Indigenous Australian public relations. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Foster, S. (2018). The Narinya Stories (Living Dreaming) of the D’harawal people of War’ran (Sydney): Initial Findings. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Locke, M. (2018). Asking the Experts. Indigenous Voices in Early Education and Care. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Page, S. (2018). An Indigenous student’s excellent adventure: a journey through innovation in higher education. Keynote address to the third annual conference of the Tertiary Education Quality and Standards Agency, 28th - 30th November, Melbourne.

Page, S. (2018). Back from Oblivion: Transformative Indigenous learning journeys in Australian university curriculum. Keynote presentation to the Gender and Education Conference, 9th – 12th December, Newcastle.

Povey, R. (2018). Aboriginal perceptions of the impact and influences of western education at 'Moola Bulla Native Station', 1910-1955: Lessons learnt from the past. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Trudgett, M. (2018). A Snapshot of Successful Indigenous Australian Doctoral Students. Invited keynote at the National Aboriginal and Torres Strait Islander Postgraduate Association Annual Conference, 25th September, Canberra.

Trudgett, M. (2018). My place or yours? Building culturally appropriate environments for First Nation postgraduate students. American Association of Geographers Conference, 13th April, New Orleans.

Trudgett, M., Page, & Coates, S. (2018). A place at the table: Indigenous Australian leadership in higher education. Australian Association for Educational Research, 2nd – 6th December, Sydney.

Capacity Building Workshops

Bodkin-Andrews, G. (2018). Critical Thinking within Indigenous Spaces: The Risks of Colonial Storytelling. University of Technology Sydney, FASS HDR Workshop. 15th June, Sydney.

Bodkin-Andrews, G. (2018). Indigenous Research Method(ologies) and Decolonising Racism and Bullying. Invited HDR Workshop presentation. University of Tasmania. 23rd April, Hobart.

Bodkin-Andrews, G. (2018). Engagement and Ethics: Conducting Indigenous Australian related research. Supervision workshop for the Graduate Research School, University of Technology Sydney. 12th June, Sydney.

Bodkin-Andrews, G. (2018). Introducing Indigenous Research Methodologies and Methods. University of Technology Sydney, FASS HDR Workshop. 3rd August, Sydney.

Bodkin-Andrews, G. & Foster, S. (2018). Wella bugrabula mariwari bugra (When power and hate collide): Decolonising Racism and Bullying from Aboriginal and Torres Strait Islander Standpoints. New South Wales Teachers Federation Workshop. 30th October, Sydney.

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Bodkin-Andrews, G. (2018). Critical Thinking With Indigenous Storytelling. Invited presentation at UTS Research Week: designing for impact, 5th February, Sydney.

Bodkin-Andrews, G. (2018). Critical Indigenous Research Standpoints and Racism. Invited Presentation at Macquarie University, 15th March, Macquarie Park.

Bodkin-Andrews, G. (2018). Communicating and Perpetuating Racism… Invited Presentation at the University of Technology Sydney, 11th May, Sydney.

Bodkin-Andrews, G. (2018). Aboriginal versus Colonial Storytelling. Invited Presentation at University of Technology Sydney for Design, 25th May, Sydney.

Bodkin-Andrews, G. (2018). How the White Waratah Became Red: D’harawal Storytelling and Environmental Sustainability. Invited Presentation at University of New South Wales, 28th May, Kensington.

Bodkin-Andrews, G. (2018). Racism, Resiliency, and Health. Invited presentation at University of Technology Sydney, 4th June, Sydney.

Bodkin-Andrews, G. (2018). Indigeneity and publishing: (not) Being part of the system Workshop delivered at CAIK Annual Writing Retreat, 9th October, Hawkesbury.

Bodkin-Andrews, G. (2018). Indigenous Ethics, Indigenous Rights, and Indigenous Data Sovereignty within Australia. Invited presentation, University of Sydney. 15th of October, Sydney.

Bodkin-Andrews, G. (2018). Race, Racism & Indigenous Australia. Invited presentation, University of Sydney, 15th March, Sydney.

Bodkin-Andrews, G. & Foster, S. (2018). Wella bugrabula mariwari bugra (When power and hate collide): Decolonising Racism and Bullying from Aboriginal and Torres Strait Islander Standpoints. Centre for Aboriginal Economic Policy Research Seminar. Australian National University, 6th June, Canberra.

Page, S. (2018).Codes, careers and confusion: Post PhD possibilities. Workshop delivered at CAIK Annual Writing Retreat, 10th October, Hawkesbury.

Trudgett, M. (2018). Beyond the PhD. Workshop delivered at CAIK Annual Writing Retreat, 9th October, Hawkesbury.

Trudgett, M. & Page, S. (2018). Supervising Indigenous Australian HDR students for success. Supervision workshop for the Graduate Research School, University of Technology Sydney, 12th June, Sydney.

3

9

$1,743,015

ACADEMICS

PHD STUDENTS

IN ARC GRANTS

12PRESENTATIONS

(INCLUDING KEYNOTES)

18CAPACITY BUILDING

WORKSHOPS

20PUBLICATIONS

2018 Annual Report

17

2019 >10,000 students

with IGA

2022 >40,000 students

with IGA

2023 >50,000 students

with IGA

2020 >20,000 students

with IGA

2021 >30,000 students

with IGA

IGA Highlights

Futures Blog Posts

There have been a number of Futures Blog Posts written about the Indigenous Graduate Attribute work across UTS. For more information please refer to the following links:

Designing a student showcase with Sydney Living Museums, Sarah Jane Jones – 1 August, 2018futures.uts.edu.au/blog/2018/08/01/designing-student-showcase-sydney-living-museums/

The Deconstruction Exercise, Lucy Arthur – 12 July, 2018futures.uts.edu.au/blog/2018/07/12/deconstruction-exercise/

Adapting Uncle Greg Simms Stories of Country’ from the Indigenous Graduate Attributes Showcase, Gabriel Clark – 6 July, 2018 futures.uts.edu.au/blog/2018/07/06/indigenous-graduate-attributes-showcase-next-week/

Embedding the Indigenous Graduate Attribute in Global Cinema, Sarah Attfield – 5 July, 2018futures.uts.edu.au/blog/2018/07/05/embedding-indigenous-graduate-attribute-global-cinema/

Showcase your Indigenous Graduate Attribute work, Phoebe Huang – 15 May, 2018futures.uts.edu.au/blog/2018/05/15/showcase-indigenous-graduate-attribute-work/

Indigenous Graduate Attribute

CAIK is responsible for leading the implementation of the Indigenous Graduate Attribute (IGA) project. This means that all UTS graduates will have the capacity to work effectively with and for Indigenous Australians. Stage one of the project spanned 2015-2018, ensuring that each Faculty are either incorporating the Indigenous Graduate Attribute across their programs, or have a firm plan on how this will be achieved in the very near future. CAIK’s guidance and leadership in this space has been an essential component to the success of this large scale university wide project.

Centre for the Advancement of Indigenous Knowledges

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Indigenous Graduate Attribute Professional Development Workshops and Faculty Presentations

DAB Cultural Awareness Workshop 6 February 2018

DAB School of Design Course Director’s Meeting 22 March 2018

DAB School of Built Environment School Meeting 4 April 2018

DAB Course Directors Workshop 23 April 2018

Safe Classrooms Workshop LX Hub 3 July 2018

First Year Experience Forum 17 July 2018

NAIDOC Indigenous Graduate Attribute Showcase 11 July 2018

IGA Events

NAIDOC 2018 Indigenous Graduate Attribute Showcase – this year during NAIDOC week (8-15 July), CAIK and the LX.lab held the inaugural showcase of curriculum work that academics from across the university have been undertaking in the Indigenous Graduate Attribute space. The event was well attended with academic staff from a number of Faculty’s delivering powerful presentations to a most engaged audience.

Safe Classrooms Workshop – Teaching Indigenous content in curriculum can be challenging for academic staff. This short workshop used a range of research to make practical suggestions for creating safe classrooms. Using student-focused research it also illustrated some ways students experience learning Indigenous curriculum.

“ Working with the team at CAIK gives me joy. They are outstanding researchers, innovative teachers and committed HDR supervisors. On top of all this they are good colleagues, who are kind, supportive and engaged. They make a huge contribution to the success of FASS, both in the Indigenous area and more generally.”

Professor Alan McKee Associate Dean (Research and Development), Faculty of Arts and Social Sciences, UTS

2018 Annual Report

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Aboriginal Sydney Now 2018

Aboriginal Sydney Now was first offered to students during the spring session in 2016. In that first session we were teaching 26 students, who were enrolled across the six and eight credit point versions of the subject. Figure 1 shows the burgeoning growth in the subject since that time. We have students from most faculties, with particular growth from faculties like Engineering and IT and the Business School.

Students embrace myriad opportunities to engage with Sydney as Country with a vibrant Indigenous history and contemporary culture. The final portfolio assignment, in which students map their local communities as Indigenous places, continues elicit rich reflections of Aboriginal Sydney. The rise in student numbers has created an opportunity for our CAIK Higher Degree Research students to contribute to the work of the subject and foster their academic skills. We are planning some redevelopment of the subject as we seek new ways to engage the multidisciplinary cohort of students who are flocking to the subject.

“ Absolutely loved this subject! The content was relevant and the learning opportunities provided kept it interesting. All assignments allowed for us to further delve into issues surrounding Aboriginal and Torres Strait Islander people, as well as their culture and history. If I could take this subject again, I would.”

Aboriginal Sydney Now Student

“ The Centre for the Advancement of Indigenous Knowledges (CAIK) is fast making a name in the Australian higher education research arena. Indigenous CAIK researchers have secured several national research grants and are set to bring an important body of evidence that will inform best practice in Australian Universities over the coming decades. CAIK Indigenous scholars comprehend the transformative potential of engaging publicly funded Australian universities in advancing Aboriginal worlds.”

Professor Heidi Norman

Centre for the Advancement of Indigenous Knowledges

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50

100

150

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350

Aboriginal Sydney Now Spring Intake

ASN 013992 & 013993

2016 2017 2018

26

137

315

0

100

200

300

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2017 2018

242

500

Aboriginal Sydney Now Summer Intake

ASN 013992 & 13993

Figure 1

“ I really enjoyed this subject and how it was delivered online. The topics were really useful as a new teacher and were sequenced in a way that made it engaging.”

Aboriginal Sydney Now Student

2018 Annual Report

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The CAIK Management Committee comprises of Faculty and Institutional leaders that meet three to four times a year.

They provide exceptional direction and guidance to the Director of CAIK and other senior staff. The Director is very thankful to have such a knowledgeable and committed group of people to contribute to the vision and goals of CAIK.

CAIK Management Committee

CAIK Management Committee

Professor Larissa Behrendt

Director of Research - Jumbunna Indigenous House of Learning

Professor Michael McDaniel

Pro Vice- Chancellor (Indigenous Leadership and Engagement)

Professor Alan McKee

Associate Dean (Research and Development), Faculty of Arts and SocialSciences

Professor Susan Page

Centre for the Advancement of Indigenous Knowledges

Professor Mary Spongberg

Executive Dean, Faculty of Arts and Social Sciences

Professor Michelle Trudgett

Director, Centre for the Advancement of Indigenous Knowledges

Associate Professor Gawaian Bodkin - Andrews

Centre for the Advancement of Indigenous Knowledges Associate

Professsor Jo McKenzie Director,

Institute for Interactive Media and Learning

CAIK Team

Susan PageProfessor

Gawaian Bodkin-AndrewsAs sociate Professor

Gavin StanbrookCentre Administrator

Advice, Direction, Accountability & Guidance

Professor Michelle TrudgettDirector

Centre for the Advancement of Indigenous Knowledges

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Image by: Simon Wood

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Photography: CAIK, Shannon Foster.

UTS CRICOS 00099 22370 NOV 2018