Module 1
Introduction to Intercultural Leadership
in Teaching and Learning
Leadership program
Aim:
• design, trial and refine a model of intercultural
leadership for Indigenous and non-Indigenous
educators focused on improving outcomes for
Aboriginal and Torres Strait Islanders
• to support educators teaching Indigenous
content at tertiary level
Module Learning Outcomes
• Consider the importance of Indigenous
perspectives in Higher Education initiatives at
national and local levels and at Curtin
• Discuss intercultural leadership
• Utilise reflection and journal writing practices
• Consider a range of ways to articulate identity
and shared history
Indigenous higher education
• Bradley Review Findings (2008)
– Higher Education providers should ensure that the
institutional culture, the cultural competence of
staff and the nature of the curriculum recognises
and supports the participation of Indigenous
students. (Chapter 3.2)
– Indigenous knowledge should be embedded into
the curriculum to ensure that all students have an
understanding of Indigenous culture. (Chapter 3.2)
Indigenous Higher Education
• Bradley Review (2008)
– Recommendation 30 That the Australian
Government regularly review the effectiveness of
measures to improve higher education access and
outcomes for Indigenous people in consultation
with the Indigenous Higher Education Advisory
Council.
National Indigenous Higher Education
Workforce Strategy (NIHEWS) 2011
• AIM: to develop a national Indigenous
workforce for the higher education sector.
– Enhance employment pathways for existing
Indigenous employees
– Increase new employment opportunities for
Indigenous people
– Develop a working environment appropriate to
the needs of Indigenous people
– Community engagement & outreach
– Effective implementation of the NIHEWS
Indigenous Higher Education (Universities Australia 2011)
• Indigenous people should be actively involved in university
governance and management (p.5)
• All graduates of Australian universities should be culturally
competent (p.9)
• University research should be conducted in a culturally competent
way that empowers Indigenous participants and encourages
collaboration with Indigenous communities (P.13)
• Indigenous staffing should be increased at all appointment levels
and, for academic staff, should cover a wider variety of academic
fields (p.16)
• Universities should operate in partnership with local Indigenous
communities and should help disseminate culturally competent
practices to the wider community (p.24)
(recommendations from Universities Australia (2011)
Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities)
Indigenous participation in higher
education sector
• Indigenous Australian participation at all levels of
Australia’s higher education system are way below parity
with current trends (Walter 2011)
• In 2010 Australian universities employed 315 full time
equivalent Indigenous Australians in academic positions;
on average less than 10 per university or around .7% of all
academic staff, a rise of .13% in 5 years (Walter 2011)
• This means academic staff numbers have to increase
nationwide by 350% before they approach parity and if this
rate of increase keeps up this will happen by the year 2078
• Very few Indigenous Australians employed in faculties or
schools outside Indigenous Centres.
(Walter et al 2011)
Indigenous academic employment
Curtin University
EMPLOYMENT_STATUS
Academic Confirmed
Academic Confirmed
Academic Limited Term
Academic Limited Term
Casual
Sessional Academic
Sessional Academic
FT_PT
Fulltime
Parttime
Fulltime
Parttime
Parttime
Fulltime
Parttime
'2009'
'2010'
15
0
10
2
16
1
37
'2011'
16
1
18
2
23
9
0
17
5
16
34
32
Curtin RAP plan: Statement of
reconciliation and commitment
Curtin does not tolerate prejudice, racism or harassment in
any form. In pursuing our educational mission we remain
dedicated to the principles of social justice and will act in
consultation with the Aboriginal community. In particular,
we will
– promote an understanding of Indigenous culture and history;
– direct strategies toward the increased participation of
Indigenous peoples as students and staff in the full range of
university activities;
– continue our commitment to Indigenous research and
development with an emphasis on health and education;
– develop our physical environment with sensitivity and respect
for Indigenous traditions and beliefs through consultation with
the local Aboriginal community
Culture
A
INTERCULTURAL
Culture
B
Source: Identity, July 1971
Model of intercultural leadership
• Personal capabilities—a sense of self within an
intercultural world; develop self reflection in relation to
teaching and learning and the community which guides
their work
• Relationship capabilities—the ability to nurture
intercultural relationships between staff and students
• Professional capabilities—to be effective in unfamiliar
and changing circumstances develop and apply
personal skills eg the ability to exercise good
judgement when faced with contested values and
apply ethical principles in complex situations
(Frawley et al., 2010, p.14).
Model of intercultural leadership
• Organisational capabilities—ability to respond to
complex situations with confidence and to actualise
skills and abilities
• Intercultural capabilities—founded in the pedagogy of
intercultural teaching and permeate through the other
capabilities and enable individuals to work within
intercultural “overlaps” creating opportunities for real
engagement and conversation between teaching staff,
students and community members
(Frawley et al., 2010, p.14)
Academic leadership capability
framework (Scott et al 2008)
Modules
• Module 1: Introduction to intercultural (I/C)
teaching & learning leadership
• Module 2: Mindfulness in the classroom
• Module 3: I/C skills to facilitate learning
• Module 4: Professional skills for I/C leadership
• Module 5: Relationship & personal skills for
I/C leadership
• Module 6: Summary and where to from here