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VET Voices of Success: Aboriginal and Torres Strait Islander Student Experiences
Thesis   Open access

VET Voices of Success: Aboriginal and Torres Strait Islander Student Experiences

Natalie Gardam
Southern Cross University
Doctor of Education (EdD), Southern Cross University
2026
DOI:
https://doi.org/10.25918/thesis.594
Appears in  Recent Southern Cross PhD Theses
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Abstract

Indigenist methodology Aboriginal and Torres Strait Islander VET Cultural safety in education Student voice and success
Despite the transformative potential of Vocational Education and Training (VET) qualifications, systemic inequities persist, with Aboriginal and Torres Strait Islander students experiencing disproportionately lower participation and completion rates compared to non-Indigenous peers. As a non-Indigenous woman and Doctor of Education student at Southern Cross University working in the VET sector, I conducted this research on Dharug and Tharawal Country in NSW and employed the Indigenist methodology of yarning to privilege Aboriginal and Torres Strait Islander voices and ensure cultural integrity throughout the study. My research sought to understand, firstly, how Aboriginal and Torres Strait Islander students experience success in VET, secondly, how students can have a voice in their education, and thirdly, what cultural considerations need to be embedded in VET. This study is significant for the VET sector as it foregrounds the imperative to address persistent educational inequities by centring the perspectives of Aboriginal and Torres Strait Islander students and identifying culturally informed, practical strategies for systemic improvement. Using Aboriginal-facilitated yarning sessions co-designed with an Aboriginal Advisory Group, the study engaged 22 students across three Technical and Further Education New South Wales (TAFE NSW) Western Sydney campuses. By listening to and collaborating with an Aboriginal Advisory Group and Aboriginal community members, I ensured that the study was culturally relevant and respectful. The research was co-designed with the Aboriginal Advisory Group. I applied reflexive thematic analysis to the data to foreground lived experiences and cultural perspectives. Four interrelated themes emerged – (i) Voice in Education, (ii) Connectedness in Learning, (iii) Success Beyond the Individual, and (iv) Customised Experience in Place - offering a culturally grounded framework for understanding success in VET. The findings are interpreted through the lenses of educational success, culturally safe learning environments, and the role of student voice in shaping learning journeys for Aboriginal and Torres Strait Islander students. The study offers practical, evidence-based recommendations for implementation within TAFE and across the broader VET sector to enhance educational experiences, embed cultural safety, and amplify student voices. By advancing Indigenist educational scholarship, this research contributes a culturally grounded framework and actionable strategies for integrating student voice and cultural considerations into VET policy and practice, supporting efforts to close the educational outcome gap.

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