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KULBARDI RESEARCH PROJECTS

At Kulbardi we have the privilege to be conducting a number of high quality research projects. Below are a few of the projects we are currently leading or are involved in:

1. Breaking The Silence: Identifying Indigenous And LGBTIQ

Research informing how a range of organisations who provide health and support services for Indigenous people who may also self-identify as LGBTIQ is severely lacking. This Healthway funded project will explore the barriers and enablers to providing timely and effective health, mental health and social support services for Indigenous LGBTIQ people. This research will measure and document the extent to which the social, emotional well-being and other support needs of Indigenous/LGBTIQ people are met. We will also be including the perspectives of the Indigenous LGBTIQ community to identify what is currently working well for them and where the gaps in services are. A key objective of the researchers is to work in partnership with organisations and community to directly inform the professional development training, service delivery models and policy responses to Indigenous/LGBTIQ people in Western Australia.

To become involved in this project, please email one of the below contacts directly:

  • Braden Hill: braden.hill@murdoch.edu.au

  • Jenny Dodd: j.dodd@murdoch.edu.au

INFORMATION LETTER FOR SURVEY PARTICIPANTS

2. What Makes An Effective Ally In Aboriginal Higher Education?

Aboriginal people are underrepresented in Higher Education, both as students and staff. As a result of this, non-Aboriginal people have to take up roles specifically catered to increasing Aboriginal participation in Higher Education at all levels. To date, there is paucity of research as to how a non-Aboriginal person can be effective, respectful and empowering ally in this space – especially from an Indigenous point of view. The aim of this collaborative project that is to include a majority of Aboriginal voices in the exploration of what an effective non-Aboriginal ally looks like in Higher Education.

3. Evaluating Teaching The Hidden Curriculum To Indigenous Undergraduate Students

Research has shown that Aboriginal and Torres Strait Islander students can find it difficult to adjust to university for many reasons, including: family responsibilities, a lack of educational role models, and low confidence with academic abilities. At the same time, university education is seen as vital for improving Indigenous disadvantage and ‘closing the gap’ between Indigenous and non-Indigenous Australians. This study investigates the impact that Ngoolark – an innovative enabling unit focused on developing extra-curricular skills that many successful university students have (sometimes called the ‘hidden curriculum’ of university learning) - like help-seeking, confidence, time management, resilience and motivation – has on its students. Specifically, we are collecting evidence to establish whether the Ngoolark approach meets its four (4) main learning objectives, to enable students to: 1 engage productively with university study; 2 effectively manage and prioritize time; 3 identify and address gaps in knowledge; 4 develop and maintain an effective study routine. We also want to establish which elements of the unit are contributing to the significant increase in student success rates, since Ngoolark’s implementation.