© 2017

Indigenous Pathways, Transitions and Participation in Higher Education

From Policy to Practice

  • Jack Frawley
  • Steve Larkin
  • James A. Smith


  • Examines best-practice guidelines for pathways into higher education for Indigenous students

  • Demonstrates transition models that help Indigenous students achieve higher-education success

  • Draws on real-world experiences and the contributions that reflect the different approaches and strategies currently being adopted in the Indigenous higher education context

Open Access

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Jack Frawley, Steve Larkin, James A. Smith
      Pages 3-11 Open Access
  3. Policy and Policy Issues

  4. Practice, Programs and Future Directions

    1. Front Matter
      Pages 81-81
    2. Robyn Ober, Jack Frawley
      Pages 83-94 Open Access
    3. Bronwyn Fredericks, Susan Kinnear, Carolyn Daniels, Pamela Croft-Warcon, Julie Mann
      Pages 119-132 Open Access
    4. Juanita Sherwood, Gabrielle Russell-Mundine
      Pages 133-150 Open Access
    5. Christopher Lee, Helen Farley, Jacinta Cox, Stephen Seymour
      Pages 169-188 Open Access
    6. Prabha Prayaga, Ellie Rennie, Ekaterina Pechenkina, Arnhem Hunter
      Pages 189-210 Open Access
    7. Tim Pitman, Andrew Harvey, Jade McKay, Marcia Devlin, Sue Trinidad, Matthew Brett
      Pages 235-249 Open Access
    8. John Guenther, Samantha Disbray, Tessa Benveniste, Sam Osborne
      Pages 251-270 Open Access
  5. Conclusion

    1. Front Matter
      Pages 271-271

About this book


This book is open access under a CC BY 4.0 license.

This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition.
The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.


Indigenous higher education student equity student transitions higher education policy Indigenous research community engagement Australian indigenous education Australian education University participation disadvantaged equity groups cultural interfaces interculturalism Open access

Editors and affiliations

  • Jack Frawley
    • 1
  • Steve Larkin
    • 2
  • James A. Smith
    • 3
  1. 1.National Centre for Cultural CompetenceUniversity of SydneySydneyAustralia
  2. 2.University of NewcastleNewcastleAustralia
  3. 3.Charles Darwin UniversityDarwinAustralia

About the editors

Jack Frawley is as researcher and writer in the areas of intercultural studies, leadership, and evaluation evidenced by his extensive experience in important research and professional projects, national and international consultancies, books, edited books, book chapters, refereed articles, and other publications. He has presented at several national and international conferences and continues to publish on, and participate in, intercultural leadership-related research projects and evaluations. Jack holds adjunct appointments at the University of Canberra and the Batchelor Institute.

Steven Larkin is a Kungarakany from Darwin in the Northern Territory. He is Pro Vice-Chancellor of Indigenous Education and Research at the University of Newcastle. Professor Larkin has served on numerous national advisory committees on Indigenous affairs. He has chaired the Aboriginal and Torres Strait Islander Higher Education Advisory Council or Indigenous HEAC (then Indigenous Higher Education Advisory Council) for three years (2009-2012), and the Northern Territory Board of Studies for two years (2010-2012), and continues to provide invaluable input as a member of several respected professional affiliations.

James Smith is the program manager for the HEPPP-WCE initiative at the Office of the Pro Vice-Chancellor for Indigenous Leadership at Charles Darwin University. Prior to his current appointment, James worked in a variety of executive and senior management roles in the Northern Territory in both health and education sectors. He has a strong background in health promotion and community development, and is a fellow of the Australian Health Promotion Association and associate editor of the Health Promotion Journal of Australia and the International Journal of Men’s Health. He is also an adjunct research fellow at the Collaboration for Evidence, Research and Impact in Public Health (CERIPH) at Curtin University.

Bibliographic information

  • Book Title Indigenous Pathways, Transitions and Participation in Higher Education
  • Book Subtitle From Policy to Practice
  • Editors Jack Frawley
    Steve Larkin
    James A. Smith
  • DOI
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2017
  • License CC BY
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-981-10-4061-0
  • Softcover ISBN 978-981-13-5037-5
  • eBook ISBN 978-981-10-4062-7
  • Edition Number 1
  • Number of Pages XXI, 287
  • Number of Illustrations 6 b/w illustrations, 0 illustrations in colour
  • Topics Higher Education
    Educational Policy and Politics
    International and Comparative Education
  • Buy this book on publisher's site
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