TY - JOUR
T1 - Exploring definitions of success in Northern Territory Indigenous higher education policy
AU - Street, Catherine Louise
AU - Smith, James A
AU - Robertson, Kim
AU - Guenther, John
AU - Motlap, Shane Darren
AU - Ludwig, Wendy
AU - Woodroffe, Tracy
AU - Gillan, Kevin
AU - Ober, Robyn
AU - Larkin, Steve
AU - Shannon, Valda
AU - Hill, Gabrielle
PY - 2020/10/1
Y1 - 2020/10/1
N2 - This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on a critical analysis of policy documents. We then apply Critical Race Theory and Indigenous research theories to highlight the power processes that are attached to representation of policy issues, creation of policy goals, and ultimately definitions of ‘success’. We also consider the role of ethical principles in framing conceptions about what constitutes a worthy policy goal. We suggest expansion and resourcing of formalised Indigenous governance mechanisms is needed to create more productive dialogue about Indigenous higher education policy goals and, ultimately, discussions around what ‘works’.
AB - This article critically examines definitions of policy ‘success’ in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms ‘policy success’ and ‘what works’. The paper chronologically articulates what ‘policy success’ has looked like in the context of historical Northern Territory higher education, based on a critical analysis of policy documents. We then apply Critical Race Theory and Indigenous research theories to highlight the power processes that are attached to representation of policy issues, creation of policy goals, and ultimately definitions of ‘success’. We also consider the role of ethical principles in framing conceptions about what constitutes a worthy policy goal. We suggest expansion and resourcing of formalised Indigenous governance mechanisms is needed to create more productive dialogue about Indigenous higher education policy goals and, ultimately, discussions around what ‘works’.
KW - Indigenous
KW - policy
KW - Success
KW - evaluation
KW - Northern Territory
KW - Australia
UR - http://www.scopus.com/inward/record.url?scp=85079113715&partnerID=8YFLogxK
U2 - 10.1080/00220620.2020.1719391
DO - 10.1080/00220620.2020.1719391
M3 - Article
AN - SCOPUS:85079113715
SN - 0022-0620
VL - 52
SP - 323
EP - 343
JO - Journal of Educational Administration and History
JF - Journal of Educational Administration and History
IS - 4
ER -