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When Disruption is Good. Philanthropy, Education, and Indigenous Communities: An Australian Perspective
Type of Presentation
Workshop (60-75 minutes)
Session Abstract
Australia’s vocational education system ultimately aspires to be ‘responsive’ to industry needs. Such narrowness can overlook important social and cultural dimensions of Indigenous learning. Can philanthropy help ‘disrupt’?
Target Audience
This session will be of interest to educators and philanthropists working with Indigenous (or First Nations) communities. It will focus on place-based approaches to learning, including learning for social enterprise and social entrepreneurship. In particular, it will explore the role that philanthropy plays in driving social change and ‘positive disruption’ through lifelong and life-wide learning in Indigenous and economically marginalised communities.
The session is also intended to stimulate thinking among research and policy actors in alternative approaches to learning, informal and ‘de-institutionalised’ learning, and learning for context. The concept of ‘community learning accounts’ will be presented for feedback and discussion.
Learning Outcomes
Participants will explore conceptual models and practical examples of philanthropic investment in learning for community capacity building.
The session will look at critical success factors in exogenously investing in place development initiatives.
Participants will engage in discussion about philanthropic support for ‘demand’ driven and ‘de-institutionalised’ Indigenous learning. This approach will be contrasted with ‘access and equity’ models in institutionalised and formal learning.
The session will explore a ‘futures framework’ for philanthropic investment in place based Indigenous learning. This will be of interest for education policy advocates and analysts, as well as those working in community development.
Session Description
Australia’s policy approach to Indigenous education has passed through various stages since colonisation – from paternalism, to exclusion, to access, equity and educational equality. And yet the results, in the main, remain disappointing. Something has to give. The search for innovation and learning success is not a challenge for Indigenous Australia alone, but other First Nations and marginalised groups.
This session will explore the principles of demand driven and place based learning. It will look at it from the perspective of philanthropic investment in ‘positive disruption’.
Whilst the session will be presented from an Indigenous Australian perspective, the principles, models, and practical examples to be shared in the session could have wider application and value.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7
Primary Presenter
Tony Dreise, Australian National University & Adult Learning Australia
Work Title
Researcher & Board Member