Recent publications and outcomes
Source: https://indigenous-engagement.uq.edu.au/research/recent-publications-and-outcomes Parent: https://indigenous-engagement.uq.edu.au/engage
Academics and researchers are active in contributing to a range of publications.
Recent key publications
Resources on aspects of evaluation for university outreach practitioners working with Aboriginal and Torres Strait Islander students
This booklet is part of a suite of resources developed as part of Dr Katelyn Barney’s Equity Fellowship conducted under the National Centre for Student Equity in Higher Education (NCSEHE) Equity FellowsProgram, funded by the Australian Government Department of Education, Skills and Employment.
Indigenous Recognition and Constitutional Reform in Australia: the Activism of 1967 and Aspirations of 2023
This Journal of Australian Indigenous Issues article by Bronwyn Fredericks and Abraham Bradfield discusses the legacy of Australia’s 1967 referendum and the importance of building on the foundation it and Indigenous activism more broadly laid.
The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students: ensuring connection & belonging to support university completion.
This Higher Education Research & Development Journal article by Professor Bronwyn Fredericks, Dr Katelyn Barney, Professor Tracey Bunda and others draws on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students.
Koori Princess (children’s novel)
Publisher: Magabala Books. An insightful and humorous story of a young girl's determination to be who she wants to be.
Asserting Indigenous Agencies: Constructions and Deconstructions of James Cook in Northern Queensland
This book chapter by UQ Professor Bronwyn Fredericks, Deputy Vice-Chancellor (Indigenous Engagement) and Dr Abraham Bradfield notes broad community debate over whether Australia’s colonial past and present should be celebrated through public monuments, statues, place names, and re-enactments. The UQ authors consider how colonial monuments in Cairns and Cooktown maintain white hegemonic discourses of colonisation, where coloniality is envisioned as ‘progress’ and ‘modernity’. They also discuss how monuments, statues and re-enactments function as sites of colonial resistance.
Read the 'Asserting Indigenous Agencies' article
Mapping Pandemic Responses in Urban Indigenous Australia: Reflections on Systems Thinking and Pandemic Preparedness
Fredericks, Bronwyn, et al (2023). “Mapping Pandemic Responses in Urban Indigenous Australia: Reflections on Systems Thinking and Pandemic Preparedness.” Australian and New Zealand Journal of Public Health, vol. 47, no. 5, doi: https://doi.org/10.1016/j.anzjph.2023.100084
Link to Mapping Pandemic Responses in Urban Indigenous Australia
Indigenous Women in Academia: Reflections on Leadership
Bronwyn Fredericks; Tracey Bunda; Abraham Bradfield, Indigenous Women in Academia: Reflections on Leadership; Book Chapter, DOI: 10.4018/978-1-6684-8257-5.ch003.
Indigenous Women in Academia: Reflections on Leadership
The Burden of the Beast - Countering Conspiracies and Misinformation within Indigenous Communities in Australia
Led by UQ Professor Bronwyn Fredericks, Deputy Vice-Chancellor (Indigenous Engagement), along with Abraham Bradfield, Sue McAvoy, James Ward, Shea Spierings, Troy Combo and Agnes Toth-Peter, this feature article examines how to counter the impact of conspiracy theories on vaccination rates in Indigenous communities.
Read the 'Burden of the Beast' article
Many Bodies, One Heart: Social Activism and the Need for a Uniformed Response to the Uluru Statement from the Heart
Authored by UQ Professor Bronwyn Fredericks, Deputy Vice-Chancellor (Indigenous Engagement) and Dr Abraham Bradfield: Everywhere we look there are symbols and images that shape and reflect our understandings and responses to the world. Uniforms are such symbols, portraying messages about a person’s role, status, value, or political leanings. Uniforms have long been used in political activism and social movements/uprisings, quickly communicating that its members are part of a united front. This paper explores the importance of a uniformed response to the Uluru Statement of the Heart campaign. We consider how hearts have been used to unite supporters both physically and on social media. Digital icons, t-shirts, broaches, and jewellery all function as platforms through which to communicate the need for constitutional reform. In this paper, we argue that a constitutionally enshrined First Nations’ Voice to Parliament lies at the heart of the campaign, and discuss how supporters of the Uluru Statement are unform in their call for a referendum..
Read the 'Many Bodies, One Heart' article
Building the evidence to improve completion rates for Indigenous students
Led by UQ Professor Bronwyn Fredericks, this research was conducted under the NCSEHE Research Grants Program, funded by the Australian Government Department of Education, Skills and Employment.
Read the Building the Evidence report
Building a Stronger Evidence Base to Support Effective Outreach Strategies
Building a Stronger Evidence Base to Support Effective Outreach Strategies
NCSEHE Equity Fellowship Final Report by Dr Katelyn Barney, The University of Queensland
This Equity Fellowship has focused on outreach programs for Aboriginal and Torres Strait Islander students and examines “what works” and what could be improved in these programs. Most universities are running outreach initiatives for Indigenous high school students. Many of these programs involve week-long, intensive camp experiences that bring school students onto university campuses for information sessions, workshops and events that attempt to demystify university culture and cultivate a sense of belonging to build and sustain student engagement. The theoretical case for these initiatives is strong, as much data exists about the barriers Indigenous students face in entering university. However, before this Fellowship occurred, the research and evidence base for these equity programs remained largely underdeveloped and limited (Bennett et al., 2015; Gore et al., 2017b).
Read the Building a Stronger Evidence Base report
Introduction to the Language of Relationships with Aboriginal and Torres Strait Islander Peoples Guide
Bunda, Tracey, Angus, Lynnell, Wilson, Sybilla, Strasek-Barker, Mia, Griffiths, Kealey, Schober, Lucas, Scanlan, Thomas, Mishiro, Keiko and Eagles, Vanessa (2022). Introduction to the Language of Relationships with Aboriginal and Torres Strait Islander Peoples Guide. Brisbane, Australia: The University of Queensland. doi: 10.14264/0c80049
APPRISE Indigenous-led Research Study Final Report (December 2021)
Using Systems Thinking to Better Understand Risks and Protective Factors for Urban Indigenous Peoples during COVID-19
Professor Bronwyn Fredericks, Dr Sue McAvoy, Professor James Ward, Troy Combo, Shea Spierings, Agnes Toth-Peter, Dr Abraham Bradfield
About the Project: This innovative, systems thinking study was conducted at the University of Queensland and was funded through the National Health and Medical Research Council Centre of Research Excellence (NHMRC CRE), the Australian Partnership for Preparedness Research on Infectious Disease Emergencies (APPRISE, AppID 1116530) through a donation from the Paul Ramsay Foundation.
Read the APPRISE Final Report (PDF, 918.22 KB)
‘Histories of knowledges’ for research education
Qi, Jing, Manathunga, Catherine, Singh, Michael and Bunda, Tracey (2022). ‘Histories of knowledges’ for research education. Higher Education Research and Development, 1-15. doi: 10.1080/07294360.2022.2040445
Calling out racism in university classrooms: the ongoing need for Indigenisation of the curriculum to support Indigenous student completion rates
Fredericks, Bronwyn, Barney, Katelyn, Bunda, Tracey, Hausia, Kirsten, Martin, Anne, Elston, Jacinta and Bernardino, Brenna (2023). Calling out racism in university classrooms: the ongoing need for Indigenisation of the curriculum to support Indigenous student completion rates. Student Success, 14 (2), 19-29. doi: 10.5204/ssj.2874
This Student Success article by Bronwyn Fredericks, Barney, Katelyn, Tracey Bunda, Kirsten Hausia, Anne Martin, Jacinta Elston and Brenna Bernardino explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates.
The importance of “seeing oneself” in Australian universities: representations and reflections of Indigeneity in higher education
Fredericks, Bronwyn, Bunda, Tracey, Barney, Katelyn and Bradfield, Abraham (2023). The importance of “seeing oneself” in Australian universities: representations and reflections of Indigeneity in higher education. International encyclopedia of education. (pp. 109-118) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. New York, NY, United States: Elsevier. doi: 10.1016/b978-0-12-818630-5.06007-3
This book chapter by Bronwyn Fredericks, Tracey Bunda, Katelyn Barney and Abraham Bradfield draws on findings from a NCSEHE funded project on Indigenous student university completions to argue that structural racism must be confronted head-on so that Indigenous peoples and perspective are rendered visible and forefront of mind. Indigenous peoples must have greater input and representation when developing and implementing the policies and strategies that govern universities – from the curriculum taught, the teachers who educate, and the design and infrastructure of the campuses which stand on Indigenous sovereign Country.
Sharing languages through contemporary song in the third space: a case study of intercultural collaboration between Indigenous Australian, Polynesian, and Melanesian women
Barney, Katelyn and Solomon, Lexine (2022). Sharing languages through contemporary song in the third space: a case study of intercultural collaboration between Indigenous Australian, Polynesian, and Melanesian women. Mixing Pop and Politics. (pp. 25-37) New York, NY United States: Routledge. doi: 10.4324/9780429284526-3
Co-authorship, collaboration and contestation in relation to Indigenous research
Barney, Katelyn (2023). Co-authorship, collaboration and contestation in relation to Indigenous research. Australian Archaeology, 89 (1), 1-2. doi: 10.1080/03122417.2023.2190510.
This Australian Archaeology reflective article by Katelyn Barney discusses collaborative research and co-authorship between Indigenous and non-Indigenous people and the potential of collaboration to allow non-Indigenous and Indigenous people to work respectfully together, to learn from each other, connect and resist oppression of Indigenous people.
Growing Up Wiradjuri (anthology)
Publisher: Magabala Books/ATSISU. Growing up Wiradjuri is a collection of personal stories by Wiradjuri Elders. The writers are Uncles and Aunties who came of age in New South Wales in the 1950s and 1960s.
TIDDAS (script)
Publisher: PlayLab. In 2019, La Boite and QPAC began an exciting new project with acclaimed author, Anita Heiss adapting the much loved Tiddas to stage!
Australian Journal of Indigenous Education
The Australian Journal of Indigenous Education (AJIE) is an open access, internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education.