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Relevant bibliographies by topics / Aboriginal leadership

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Academic literature on the topic 'Aboriginal leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Aboriginal leadership"

1

Leigh, Andrew. "LEADERSHIP AND ABORIGINAL RECONCILIATION." Australian Journal of Social Issues 37, no. 2 (May 2002): 131–52. http://dx.doi.org/10.1002/j.1839-4655.2002.tb01114.x.

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Foley, Dennis. "Can We Educate and Train Aboriginal Leaders with our Tertiary Education Systems?" Australian Journal of Indigenous Education 39, no. 1 (2010): 138–50. http://dx.doi.org/10.1375/s1326011100000995.

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AbstractThe concept of Aboriginal leadership often results in debate. The fundamental question raised is if Australian Aboriginal people are equal members of a pluralistic society that is based on co-operation and consensuses then how can you have a leader? Consequently who determines leadership or is a leader someone that in effect is more equal than others? Is leadership an attribute gained from within Aboriginal society or is leadership as we currently define it taught within the education structures of settler society? This paper briefly examines leadership from a postcolonial contemporary Aboriginal position, reviewing existing leadership education programs.

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Webster, Paul C. "Canada curbs Aboriginal health leadership." Lancet 379, no. 9832 (June 2012): 2137. http://dx.doi.org/10.1016/s0140-6736(12)60928-3.

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Ryan, Tess. "The Intersectional Challenges of Indigenous Women's Leadership." ab-Original 3, no. 2 (September 1, 2020): 149–71. http://dx.doi.org/10.5325/aboriginal.3.2.149.

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Abstract This article investigates, from the findings of previous doctoral research, the intersectional challenges that ultimately contribute to developing and determining the strong voices of Indigenous women's leadership in the Australian context. Utilizing Indigenous women's standpoint theory as the guiding frameworks for the research, 20 Indigenous women were interviewed as part of a broader project investigating Indigenous women's leadership. A number of themes emerged in understanding what it means to be an Indigenous woman leading in the present day. The article concludes that Indigenous Australian women face unique challenges in their leadership trajectory and attempts to reframe some of those challenges into opportunities.

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Ryan. "The Intersectional Challenges of Indigenous Women's Leadership." ab-Original 3, no. 2 (2020): 149. http://dx.doi.org/10.5325/aboriginal.3.2.0149.

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Apoifis, Nicholas, Demelza Marlin, and Andrew Bennie. "Noble athlete, savage coach: How racialised representations of Aboriginal athletes impede professional sport coaching opportunities for Aboriginal Australians." International Review for the Sociology of Sport 53, no. 7 (January 23, 2017): 854–68. http://dx.doi.org/10.1177/1012690216686337.

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Representations of Aboriginal Australian peoples as genetically predisposed to sporting prowess are pervasive and enduring perceptions. This rhetoric belongs to a larger narrative that also describes a peculiarly Aboriginal style of play: full of flair, speed and ‘magic’. Such imagery has informed a common perception that, in many team sports, Aboriginal athletes are biologically more suited to playing positions characterised by pace, trickery and spontaneity, rather than those that utilise leadership acumen and intellectual skill. There has been a great deal of academic research exploring how such essentialised and racialised representations play out for Aboriginal athletes. In this paper, however, we extend that research, examining how racialised representations of Aboriginal athletic ability affect Aboriginal coaches. Premised on interviews with 26 Aboriginal Australian coaches, we argue that representations of Aboriginal athletes as naturally suited to speed and flair, rather than leadership and sporting-intellect, help maintain an environment that limits opportunities for Aboriginal Australians seeking to move into sporting leadership roles, such as coaching. This paper sheds light on the ways in which racialised representations of Aboriginal athletes feed into a settler colonialist narrative that stymies opportunities for aspiring Aboriginal professional coaches, and speculates on the limitations of this approach, in challenging the political hegemony of settler colonialism.

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Costa, Nadia, Mary Sullivan, Rae Walker, and Kerin M. Robinson. "Emergency Department Presentations of Victorian Aboriginal and Torres Strait Islander People." Health Information Management Journal 37, no. 3 (October 2008): 15–25. http://dx.doi.org/10.1177/183335830803700303.

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This paper explains how routinely collected data can be used to examine the emergency department attendances of Victorian Aboriginal and Torres Strait Islander people. The data reported in the Victorian Emergency Minimum Dataset (VEMD) for the 2006/2007 financial year were analysed. The presentations of Aboriginal and Torres Strait Islander and non-Aboriginal people were compared in terms of age, gender, hospital location (metropolitan and rural) and presenting condition. Aboriginal and Torres Strait Islander people were found to attend the emergency department 1.8 times more often than non-Aboriginal people. While the emergency department presentation rates of metropolitan Aboriginal and Torres Strait Islander and non-Aboriginal people were similar, rural Aboriginal and Torres Strait Islander people presented to the emergency department 2.3 times more often than non-Aboriginal people. The injuries or poisonings, respiratory conditions and mental disorders presentation rates of the Aboriginal and Torres Strait Islander and non-Aboriginal population were compared. No previous studies have assessed the accuracy of the Indigenous status and diagnosis fields in the VEMD; therefore the quality of this data is unknown.

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Sveiby, Karl-Erik. "Collective leadership with power symmetry: Lessons from Aboriginal prehistory." Leadership 7, no. 4 (November 2011): 385–414. http://dx.doi.org/10.1177/1742715011416892.

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This article draws upon Australian Aboriginal knowledge in traditional law stories and anthropological studies of contemporary African bands. It applies the DAC ontology ( Drath et al., 2008 ) to analyse two collective leadership models developed by forager peoples: one egalitarian ‘upside-down hierarchy’ and one power-symmetric model. Their existence has several implications for leadership research. Firstly, it encourages shared/distributed leadership scholars to shift their current reactive stage toward building theory of collective leadership on its own terms. This may require exploration of alternatives outside the mainstream both in terms of ontology and cases, and this article attempts to show the value in doing so. Secondly, it highlights the importance of power; the concept needs to be considered more explicitly in collective leadership theory. Finally, it shows that collective leadership is not a recent phenomenon confined to modern organizations – but rather a form for achieving conjoint action in human groups, developed by the first peoples on Earth, and still practised.

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Carriage, Christine, and Elizabeth Harris. "Evaluation of the First Strategic Plan for Aboriginal Health in South Western Sydney, 1993-98." Australian Health Review 23, no. 3 (2000): 20. http://dx.doi.org/10.1071/ah000020a.

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The 1993-98 Aboriginal Health Strategic Plan for South Western Sydney represented the first partnership of its kindbetween an Area Health Service, local Aboriginal Health Workers and the local Aboriginal Community ControlledHealth Service in Australia. During 1998, an evaluation of the plan was undertaken as part of the preparation forthe second Aboriginal Health Plan. Of the 45 strategies in the first plan, 38% had been fully implemented, 42% hadbeen partly implemented, and 20% were not implemented at all. This paper discusses the importance of datacollection and monitoring systems, the integration of Aboriginal health into mainstream services, the furtherdevelopment of Aboriginal health infrastructure, and continued leadership by senior managers.

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Crooks, K., B. Tully, L. Allan, K. Gillham, D. Durrheim, and J. Wiggers. "Development and implementation of a shared governance model in a mainstream health unit: a case study of embedding Aboriginal voices in organisational decision making." Australian Health Review 46, no. 2 (December 23, 2021): 178–84. http://dx.doi.org/10.1071/ah20369.

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This case study focuses on the development and implementation of a governance structure and processes by a mainstream health unit that valued the principles of Aboriginal self-determination, empowerment and leadership by Aboriginal staff in organisational and service delivery decisions and elevated Aboriginal voices by embedding cultural inclusion in such decision making. Various models of embedding Aboriginal voices in the governance of the unit were developed and implemented over time. Ongoing review and reflection identified limitations and opportunities for improving the embedding of Aboriginal voices in organisational decision making. In 2017, Aboriginal staff and senior management implemented a joint governance model for providing strategic leadership of the unit with the objective of enhancing the delivery of culturally appropriate population health services for the benefit of Aboriginal communities. In its 3 years of operation to date, the model has provided strategic oversight of the organisation, implemented several strategic initiatives, including a cultural assessment process, maintaining and strengthening Aboriginal recruitment, monitoring employment vacancies, establishing a wellbeing leadership group, monitoring budget allocation and developing an Aboriginal data management protocol, and has provided additional professional development opportunities for Aboriginal staff. This case study demonstrates the feasibility, importance and benefits of engaging and embedding Aboriginal voices in the governance of a mainstream health service delivery unit, as well as the need for ongoing reflection and improvement. Further translation of the model to the operational levels of the unit is required. The governance model has the potential to be replicated in a tailored manner in other mainstream health units and organisations delivering services to Aboriginal peoples and communities. What is known about the topic? Aboriginal people continue to experience the poorest health outcomes of any population group in Australia. Closing the gap in Aboriginal health requires Aboriginal people to be active and equal participants in all levels of decision making. Governance of mainstream health organisations is predominantly positioned in the Western medical positivist paradigm, which fails to embed Aboriginal voices in organisational and service delivery decision making. What does this paper add? This case study describes the processes taken and the outcomes achieved thus far by a mainstream health service delivery unit developing and implementing a governance model that embedded Aboriginal perspectives in its decision making. It highlights that through commitment and persistence, as well as acknowledging the challenges of working between two worlds, it is possible to reconstruct existing governance models, allowing respectful and meaningful space for Aboriginal people to co-design and co-share the governance of health service delivery. This case study demonstrates the potential of the cultural governance model to be replicated and applied to other mainstream health service delivery units. What are the implications for practitioners? This case study highlights the need for health services to invest in employing and empowering Aboriginal people to co-develop and co-lead a shared approach to organisational governance through processes that are culturally safe, inclusive and appropriate.

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Dissertations / Theses on the topic "Aboriginal leadership"

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Adepoyibi, A. C., and n/a. "Djungayin, Bungawa or Mr Chairman : analysis of management in a remote aboriginal community council in east Arnhem land." University of Canberra. Administrative Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20060529.122940.

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Kennedy, Helen, and Helen E. Kennedy@hotmail com. "Cultivating Indigenous Capacity Building Through Leadership Development." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091015.154146.

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This research explored how my own life experiences and leadership journey have informed my professional practice in Indigenous capacity building. The relationship between Indigenous capacity building and the promotion of Ieadership development is the underlying basis of my research. This is an increasingly important area in Aboriginal Affairs and public policy given the currency of debates around Indigenous capacity building as a strategy towards overcoming entrenched disadvantage experienced by so many Indigenous people. This is juxtaposed with the increasing recognition of the need to promote new and emerging Indigenous leadership as a strategy to ensure the future survival and growth of strong, self-determining Aboriginal communities. A key element of my research is the development and construction of a model which describes the key characteristics or determinants of Indigenous capacity building through developing Indigenous leadership. This has been constructed from my own experiences, research and analysis and reflects the primacy of leadership in debates around Indigenous capacity building. The model demonstrates that there are three key separate yet interrelated components of Indigenous capacity building through promoting leadership development. Interwoven through and between each of these components is the importance of culture which is the all permeating centre of the model and cannot be underestimated. The first component in the model focuses on the importance of internally based capacity building which I have described as 'intra capacity building.' This represents a cluster of interdependent characteristics that combined together, contribute towards building stronger 'internal' capacities as a necessary strengthening factor which builds resilience and are all essential leadership qualities. They includes attributes such as the development of self knowledge, self confidence and self awareness, cultural identify and healing from the impacts of colonisation. The second component in the model focuses on the importance of the more externally developed 'inter capacity building' which explores the importance of connection to supportive and quality relationships, an increase in the building of networks and their application to the workplace as well as pathways to employment and education. The third component of the model focuses on the combined impact of intra-personal and inter-personal capacity development on the broader Aboriginal community through contributing towards growing and sustaining the leadership base and ensuring on-going community engagement through governance arrangements. This exegesis will provide a major contribution to the growing amount of work on Indigenous capacity building and recognition of the integral role of leadership development in this context. The project element of my research will further contribute to this by promoting key learnings from my research by making available a training resource guide for use in education, training and community settings. My conclusion acknowledges the significant life experiences and leadership journey I have personally experienced, which are parallel in nature to the experiences of the many Koorie leadership participants.

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Appo, Dennis Keith. "The use of power in Aboriginal organisations /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17843.pdf.

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Hughes, Bridget Y. "Collective impact: Closing the gap in educational outcomes for Aboriginal and Torres Strait Islander peoples in Queensland." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230011/1/Bridget_Hughes_Thesis.pdf.

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This thesis examined the educational outcomes for Indigenous children enrolled in Queensland state (public) primary schools from the perspective of the collective and social impact of programs and services. The study used quantifiable data to show that the gap is not closing, regardless of an improvement in attendance, along with literacy and numeracy achievement levels, in certain regions of Queensland.

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Galipeau, Miriam. "A Case Study of Alberta’s Future Leaders Program (AFL): Developing Aboriginal Youth Leadership through Cross-cultural Mentorship, and Sport, Recreation, and Arts Programming." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23535.

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In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.

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Shay, Marnee. "Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education." Thesis, University of the Sunshine Coast, 2013. https://eprints.qut.edu.au/71023/1/71023_SHAY_Thesis_final.pdf.

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Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on alternative schools in Australia has not identified how many Indigenous young people are engaged with alternative schools and how alternative schools are supporting Indigenous young people to remain engaged in education. It is well documented that Aboriginal and Torres Strait Islander people experience significant disadvantage including poorer educational outcomes than their non-Indigenous peers. This study seeks to contribute to improving educational outcomes for Aboriginal and Torres Strait Islander young people through exploring Aboriginal and Torres Strait Islander interactions with alternative schools in Queensland and investigating the practices of alternative school leaders in terms of how they are supporting Indigenous young people to remain engaged in education. Critical race theory informed the development of this study. An Aboriginal researcher sought to shift the focus of this study away from Indigenous young people to Principals; to explore their perspective of their own knowledge and practices in supporting Aboriginal and Torres Strait Islander young people at their school. Using survey methodology, a web-based questionnaire was developed to survey Principals’ providing data on alternative schools in Queensland including the demographics of the alternative school; self-reported knowledge of Indigenous cultures and communities and practices that support Aboriginal and Torres Strait Islander young people at their alternative school. There are nine key findings that emerged through the analysis of this study: key finding one is the high percentage of Aboriginal and Torres Strait Islander young people enrolled in schools surveyed; key finding two is there is a high percentage of Aboriginal and Torres Strait Islander staff employed in the schools; key finding three is the majority of the schools are located in low socio-economic areas; key finding four is the strong willingness of Principals’ in this study to engage in self-directed learning in relation to Aboriginal and Torres Strait Islander cultures; key finding five is the limited demonstration of understandings of Aboriginal and Torres Strait Islander cultures and communities; key finding six is the most prevalent practice of Principals’ in this study is the celebration of cultural events and cultural activities; key finding seven is the limited Principal engagement with Aboriginal and Torres Strait Islander young people, their families and the local community; key finding eight is the practice of alternative schools provides limited support and nurturing of Aboriginal and Torres Strait Islander young person’s cultural identity and key finding nine is that Principals’ are relying heavily on informal discussions with staff to know what their staff’s knowledge and skills are in relation to supporting Aboriginal and Torres Strait Islander young people. There are multiple implications that have arisen from this study. The data demonstrated high numbers of Aboriginal and Torre Strait Islander students and staff. The data also revealed that Principal’s demonstration of knowledge in relation to Indigenous cultures and communities was limited, as well as limited Principal engagement with Indigenous young peoples, families and communities. Therefore a major practical implication of this study is the urgent need for quality cultural learning opportunities for leaders of alternative schools to improve practices. Additionally, the implications of this study support an urgent need for further research on the role alternative schools are playing in supporting Indigenous young people to remain engaged in education.

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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30275/1/Angela_Douglas_Thesis.pdf.

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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.

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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30275/.

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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.

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Wray, Debra E., University of Western Sydney, College of Arts, and School of Education. "HSC Aboriginal studies : strengths, limitations, and impact upon Aboriginal students' self-concepts and educational outcomes." 2006. http://handle.uws.edu.au:8081/1959.7/15151.

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Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students.
Master of Education (Hons)

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Main, Fionna Miriam. "Aboriginal Public Servants: Leadership in the British Columbia Public Service." Thesis, 2014. http://hdl.handle.net/1828/5255.

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This thesis provides preliminary, qualitative research that explores whether there is a common understanding of Aboriginal public servant leadership within the British Columbia (BC) Public Service. An interpretive, grounded theory approach underpinned by attention to Indigenous methodologies was used in this thesis. Research was conducted using semi-structured interviews with 22 self-identified Aboriginal peoples within the BC Public Service. The results identify properties of three analytical perspectives of leadership that interact in the context of Aboriginal public servants in British Columbia: (1) individual; (2) Indigenous, traditional or family setting; and (3) bureaucracy/public service. A linking theme across these analytical perspectives, “it’s personal not individual”, is proposed that influences an approach that interviewed Aboriginal public servants use in their professional positions and in their daily life. This study concludes that although there is not one specific understanding of leadership among Aboriginal public servants, their personal commitment to improving the well-being of their peoples may be the basis for their leadership work to facilitate and build bridges of understanding between communities and government. In addition, there is a call to non-indigenous public servants to consider their own leadership and share responsibility for bridge building alongside their Aboriginal colleagues.
Graduate
0617
fionnamain@gmail.com

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Books on the topic "Aboriginal leadership"

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Durst, Douglas. Aboriginal governance and leadership : volunteers in the friendship centres of Canada report. Toronto, Ont: Imagine Canada Knowledge Development Centre, 2006.

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Voyageur, Cora Jane, Laura Brearley, and Brian Calliou. Restorying Indigenous leadership: Wise practices in community development. Banff, Alberta, Canada: Banff Centre Press, 2014.

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Bean, Wilfred Ellworth. Northern aboriginals in leadership/management. 1987.

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Restorying Indigenous Leadership: Wise Practices in Community Development. Banff Centre Pr, 2015.

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Bean, Wilfred Ellworth. Northern aboriginals in leadership/management: A community-psychology approach. 1987.

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Book chapters on the topic "Aboriginal leadership"

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Ottmann, Jacqueline, and Joan Jeary. "Assessment Practices and Aboriginal Students." In Leadership of Assessment, Inclusion, and Learning, 327–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_14.

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Maclean, Kirsten. "10. Keeping culture and country strong: participatory methodologies to support intergenerational learning in Aboriginal Australia." In Intergenerational learning and transformative leadership for sustainable futures, 167–74. The Netherlands: Wageningen Academic Publishers, 2014. http://dx.doi.org/10.3920/978-90-8686-802-5_10.

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Wimmer, Randolph J. "The “4 Rs Revisited,” Again: Aboriginal Education in Canada and Implications for Leadership in Higher Education." In Assembling and Governing the Higher Education Institution, 257–70. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52261-0_14.

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"Aboriginal leadership." In Canadian Annual Review of Politics and Public Affairs 2009. Toronto: University of Toronto Press, 2015. http://dx.doi.org/10.3138/9781442630871-073.

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"Aboriginal political leadership and the role of the National Aboriginal Conference." In Aboriginal Autonomy, 131–42. Cambridge University Press, 1994. http://dx.doi.org/10.1017/cbo9780511552212.014.

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Standfield, Rachel, Ray Peckham, and John Nolan. "Aunty Pearl Gibbs: Leading for Aboriginal rights." In Diversity in Leadership: Australian women, past and present. ANU Press, 2014. http://dx.doi.org/10.22459/dl.11.2014.03.

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McClean, Marva, and Marcus Woolombi Waters. "Education as the Practice of Freedom." In Advances in Educational Marketing, Administration, and Leadership, 161–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5695-5.ch006.

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As a result of the complex, multilayered, and problematic environment in which they work, two scholars (Black Jamaican and Aboriginal), collaborating across the continents of North America and Australia, complicate the data from standardized testing in their communities to argue for the integration of the historical empowerment of Black, Aboriginal, and Indigenous peoples as a necessity to achieve social justice and equity in global classrooms. The chapter presents the engagement of students in this collaborative inquiry in acknowledgment of the critical role students must play in the transformation of global education. The study reveals just how critical it is to global research to have the benefit of scholars collaborating across borders. The study provides findings and offer recommendations in direct response to the question: How can educators engage students as collaborators within a third space that elevates their voices as successful students?

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Foley, Dennis. "Leadership: the quandary of Aboriginal societies in crises, 1788 – 1830, and 1966." In Transgressions: Critical Australian Indigenous histories. ANU Press, 2007. http://dx.doi.org/10.22459/t.12.2007.08.

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Cherubini, Lorenzo, and Louis Volante. "Policies and paradox: A view of school leadership in the context of aboriginal education in Ontario, Canada." In Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership, 125–41. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s1479-3660(2010)0000011010.

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"Beyond and Into the Future of Andragogy." In Facilitating Adult and Organizational Learning Through Andragogy, 186–206. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch009.

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Henschke observed Knowles face-to-face exemplifying ‘congruence' between his talking about and modeling andragogy. McLagan focused on describing what is new in self-directed learning 4.0. Theriault talks about Aboriginal research recognizing the openness contribution of elders. Kheang proposed appropriate andragogical guidelines for USA teacher leaders in adult classrooms to enhance international undergraduate students' learning satisfaction. A number of doctoral students tested the andragogical Modified Instructional Perspectives Inventory (MIPI) application: Jones with controlling eating habits, Van Iseghem with virtual and hybrid employees in a technology firm, Primm in problem-based learners, Hamra comparing nurses in pre-ceptored and simulation learning, Anderson contrasting lean six-sigma and a combination of andragogy/leadership/organizational learning, Shostak between trial lawyers and jurors, and Curran with keyboard classes in programming and instruction. Also added are the early and advanced levels of competencies for learning facilitator, program developers, administrators, and researchers. This chapter explores all of this.

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