Exploring definitions of success in Northern Territory Indigenous higher education policy

ABSTRACT

This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on a critical analysis of policy documents. We then apply Critical Race Theory and Indigenous research theories to highlight the power processes that are attached to representation of policy issues, creation of policy goals, and ultimately definitions of ‘success’. We also consider the role of ethical principles in framing conceptions about what constitutes a worthy policy goal. We suggest expansion and resourcing of formalised Indigenous governance mechanisms is needed to create more productive dialogue about Indigenous higher education policy goals and, ultimately, discussions around what ‘works’.

KEYWORDS:

• Indigenous
• policy
• success
• evaluation
• Northern Territory
• Australia

Acknowledgements

The authors would like to acknowledge the Reference Group, who have provided critical guidance and advice to the lead author throughout this research. The authors would also like to acknowledge the Australian Government’s Higher Education Participation and Partnerships Program (HEPPP), which provided funding for a previous project on which this research is based.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 ‘Indigenous’ is used in this paper to refer to First Nations Peoples of Australia. We recognise that there are many Nations, many cultures and a range of diverse contexts in which Aboriginal and Torres Strait Islander Peoples live.

2 ATEC was a precursor of the current Batchelor Institute of Indigenous Tertiary Education.

3 DCC was a precursor of the current Charles Darwin University.

4 In the NT, Indigenous Year 12 attainment rates are low (COAG 2018). Therefore, Indigenous education policy more broadly has been included within this analysis.

5 National Indigenous higher education policies have been included within this analysis due to the NT’s status as a Territory, meaning that policy at the national level has had significant influence on policy directions.

6 ATSIC was established in 1990 to provide advice to the Australian Government on Indigenous Affairs policy issues.

7 IHEAC established in 2004 to provide strategic advice to the Australian Government’s Minister for Education on enhancing outcomes for Indigenous people in higher education and research.

8 The NT IEC was the most recent iteration of Feppi, an Indigenous education consultative group in the NT that was funded by, and provided advice to the NT government on Indigenous education issues. Feppi was established in 1978.

9 We refer to the higher education system as an umbrella term that encapsulates higher education institutions, curriculum, students, staff, research, policy, and all other systems, structures, and individuals that engage with or influence the university setting.

10 NATSIHEC is a member-based consortium that advocates for Aboriginal access, scholarship and research in the higher education sector.

Additional information

Notes on contributors

Catherine Street

Catherine Street is a PhD candidate with the College of Indigenous Futures, Arts and Society at Charles Darwin University.

James Smith

Prof. James A. Smith is Father Frank Flynn Fellow, Menzies School of Health Research, Darwin, Australia, Adjunct Professorial Research Fellow, Indigenous Leadership at Charles Darwin University, and Adjunct Professorial Fellow at National Centre for Student Equity in Higher Education, Curtin University, Perth, Australia.

Kim Robertson

Kim Robertson is Senior Analyst, Indigenous Policies and Programmes, Indigenous Leadership, Charles Darwin University, Darwin, Australia.

John Guenther

Dr. John Guenther is Research Leader at Batchelor Institute of Indigenous Tertiary Education.

Shane Motlap

Shane Motlap is Analyst, Indigenous Policies and Programmes, Indigenous Leadership, Charles Darwin University, Darwin, Australia.

Wendy Ludwig

Dr. Wendy Ludwig is Deputy Chief Executive Officer at Batchelor Institute of Indigenous Tertiary Education.

Tracy Woodroffe

Dr. Tracy Woodroffe is Coordinator and Lecturer, College of Indigenous Futures, Arts & Society at Charles Darwin University.

Kevin Gillan

Dr. Kevin Gillan is Adjunct Professor at the School of Education, Charles Darwin University.

Robyn Ober

Robyn Ober is Research Fellow at Batchelor Institute of Indigenous Tertiary Education.

Steve Larkin

Prof. Steven Larkin is Chief Executive Officer at Batchelor Institute of Indigenous Tertiary Education.

Valda Shannon

Valda Shannon is Community Elder, Tennant Creek, Australia.

Gabrielle Hill

Gabrielle Hill is a student, Bachelor of Law, at Charles Darwin University.