Evaluation of an Aboriginal and Torres Strait Islander Tertiary Preparation program experience: An exploration of the program’s contribution to First Nation student futures

Abstract

This exchange with the SI editors offers insight from the authors on the challenges faced when trying to ensure contemporary higher education institutions actively value culturally safe, Indigenous-led programs. The yarn asks us to consider why an award-winning program would be discontinued and absorbed into a mainstream model without consultation. We are challenged by questions such as why rigid approaches to review and reporting are seen as legitimate when they are clearly unfit for purpose if we consider cultural standards of conduct. The authors argue for Indigenous co-designed evaluation in higher education, the valuing of culturally embedded preparatory programs, and the need for forms of reverence when an effort seeks to build knowledge with community members through evaluation research.