Abstract

Indigenous Australians participate in higher education at a rate significantly less than non-Indigenous Australians. This disparity becomes increasingly evident according to the level of study undertaken, with postgraduate study revealing the greatest difference. In response to such disparity, Indigenous units were established and are now common place in Australian universities, with their roles and responsibilities varying from one unit to the next. Some units have failed to evolve from their original enclave formation existing for the sole purpose of providing personal, cultural and academic support to students, whilst other units have flourished into larger departments or schools with additional responsibilities that are inclusive of teaching and research. This paper explores the various roles attributed to Indigenous units whilst arguing the need for all units to support the learning needs of their students through a model that centres on understanding through experience.