ABSTRACT

This article argues that current Australian graduate attributes – the strategy for assuring graduate employability – are inherently and uncritically Western and privilege white subjectivity. Drawing on Moreton-Robinson’s critique of whiteness in Australian academia we challenge the idea that all students must achieve the same narrow list of generic attributes informed, we argue, by Western traditions. In doing so, we aim to create a space to explore Nakata’s cultural interface as a means to simultaneously deliver key capabilities essential for future work and expand the sector’s thinking beyond assuring a singular kind of graduate. Decolonising processes led by local Elders, based in authentic relationships forged at the cultural interface, we argue, would assist Australian universities to overcome tokenistic approaches to ‘Indigenising the curriculum’ and the challenges of ‘assuring’ graduate attributes. Through reimagining approaches to graduate employability, we explore how learning experiences informed by local place-based Aboriginal values, principles and perspectives present an opportunity to develop graduates equipped to reimagine themselves in response to a world and workplace in flux.

摘要

本文认为，当前的澳大利亚毕业生属性——确保毕业生就业能力的策略——本质上是不加批判的西方，并赋予白人主体性特权。借鉴 Moreton-Robinson 在澳大利亚学术界对白人的批评，我们挑战了所有学生都必须获得相同的狭隘的通用属性列表的想法，我们认为，西方传统。在此过程中，我们的目标是创造一个空间来探索 Nakata 的文化界面，以此同时提供对未来工作至关重要的关键能力，并扩大该行业的思维，超越确保单一类型的毕业生。我们认为，由当地长老领导的非殖民化进程基于在文化界面建立的真实关系，将帮助澳大利亚大学克服“课程本土化”的象征性方法和“确保”毕业生属性的挑战。通过重新构想毕业生就业能力的方法，我们探讨了以当地土著价值观、原则和观点为基础的学习经验如何为培养毕业生提供机会，使他们能够重新构想自己，以应对不断变化的世界和工作场所。