Whose story is it anyway?: An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change

This thesis examines how a group of lecturers who taught in a university preparation course designed for Indigenous Australians thought about what `academic literacy' meant. Lecturers were asked to consider the relationships between the meanings of `academic literacy' , curriculum, and the considerable problems the Course was facing in order to remain viable. My research goal was to better understand what alignment of people, ideas, and other important entities would be required to develop a sustainable program for Indigenous people seeking an alternative pathway into university degrees.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2006

Author dc:creator

• Stratton, Gregory J.

• Indigenous Enabling Courses
• Indigenous Bridging Courses
• Indigenous University Transition Courses
• Indigenous Adult education
• Actor Network Theory (ANT)
• Academic literacy
• narrative theory
• organisational theory
• Indigenous adult learning
• discourse analysis
• Sociology of Translation
• organisational change
• textual politics
• critical theory
• critical literacy
• Post Method
• learning communities
• principled pragmatism
• Adult and Continuing Education and Teaching
• Education

Repository record dc:identifier

https://ro.ecu.edu.au/theses/99

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-1099