Povey Rhonda, Trudgett Michelle, Page Susan, Locke Michelle Lea, Harry Matilda
Western Sydney University, Sydney, Australia.
Aust Educ Res. 2022 Jul 16:1-16. doi: 10.1007/s13384-022-00542-3.
This paper reports on Indigenous early career researchers' experiences of mentoring in Australian higher education, with data drawn from a longitudinal qualitative study. Interviews were conducted with 30 Indigenous participants. A consistent theme in the findings and contemporary critical literature has been a reaction against institutionalised and hierarchical cloning and investment models of mentoring that reinforce the accumulation of White cultural capital, in favour of strength-based relational models tailored to build Indigenous cultural wealth in parallel with career development. We write from an equity-based standpoint addressing mentoring as a complex and raced space where individual Indigenous ECRs articulate a desire and will to develop a successful and meaningful career, rich in cultural wealth and with their identity intact. It is our intent that these findings will also have global significance and support the more sustainable and ethical career development of First Nation early career academics in relationally like colonised contexts.
本文报告了澳大利亚高等教育中本土早期职业研究人员的指导经历，数据来自一项纵向定性研究。对30名本土参与者进行了访谈。研究结果和当代批判性文献中一个一致的主题是，反对强化白人文化资本积累的制度化和等级化克隆及指导投资模式，支持基于优势的关系模式，这种模式旨在与职业发展并行构建本土文化财富。我们从基于公平的立场出发，将指导视为一个复杂且带有种族色彩的领域，在这个领域中，个别本土早期职业研究人员表达了发展成功且有意义的职业的愿望和意愿，这种职业富有文化财富且身份完整。我们希望这些发现也将具有全球意义，并支持第一民族早期职业学者在类似殖民背景下更可持续和合乎道德的职业发展。
