Amplifying Indigenous Student Voice in Work-Integrated Learning

Autor/inn/en	Keen, Joel; Eady, Michelle J.
Titel	Amplifying Indigenous Student Voice in Work-Integrated Learning
Quelle	In: International Journal of Work-Integrated Learning, 23 (2022) 2, S.219-235 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; Work Experience Programs; Higher Education; College Students; Employment Potential; Career Readiness; Safety; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Sicherheit; Australien
Abstract	This study explores how work-integrated learning (WIL) in higher education contexts translates for Indigenous Australian students and subsequent notions of their employability. Through a mixed methods survey, the paper identifies problematic issues that exist in current comprehensions of Indigenous Australian graduate employability readiness; and validates the Indigenous student voice via Western methods. Insights from Indigenous Australian students highlight themes of cultural safety and individualized approaches to employability promotion, amongst others. Survey results inform recommendations for tertiary institutions to consider regarding WIL reform. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01