Pigeonholed, peripheral or pioneering? Findings from a national study of Indigenous Australian academics in the disciplines
基于全国调查，发现澳大利亚土著学者正从边缘走向核心，与非土著同事合作重塑大学学位内涵，对高校课程融入土著视角有重要启示。
Global moves to integrate Indigenous perspectives and histories into university curricula are growing. In Australia, shifts towards Indigenisation in higher education teaching and research have been slow, but now – partly due to new national and institutional policies – are re-forming the disciplinary landscapes where our students learn and grow. Vital to achieving these new agendas are the Indigenous Australian scholars whose work experiences are reported in this paper. Findings from a nation-wide survey of Aboriginal and Torres Strait Islander academics (mainly in professional disciplines like law, education and health) support a more optimistic scenario than that portrayed in some existing literature. No longer peripheral to institutional missions, this newly confident cohort of Indigenous academics is forging unprecedented partnerships with non-Indigenous colleagues and transforming the very essence of a university degree. The implications for Australia, and for other societies with Indigenous communities, are profound.