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'This is not me or my community's beliefs': an intersectional collaborative autoethnography of First Nations student experiences in higher education
Journal article   Open access   Peer reviewed

'This is not me or my community's beliefs': an intersectional collaborative autoethnography of First Nations student experiences in higher education

Joan Carlini, Aida Hurem, Tracey Porter and Kerry Bodle
International journal of inclusive education, Vol.First online, pp.1-20
10/03/2026
DOI: https://doi.org/10.1080/13603116.2026.2641568
Appears in  Recent Faculty of Education Publications
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Published (Version of record) Open CC BY V4.0

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Abstract

First Nations Indigenous higher education culturalidentity systemic barriers collaborativeautoethnography strength-based approach
First Nations students in Australian higher education face persistent barriers to access, participation, and completion. This study employs intersectionality to explore how multiple identities shape the lived experience of a First Nations student navigating higher education. Using collaborative autoethnography and yarning methodology, we present Tracey's narrative, revealing challenges including challenging outdated curriculum content, managing cultural load alongside academic demands, experiencing imposter syndrome from non-traditional pathways, and actively claiming identity due to racial ambiguity. Her experiences demonstrate that barriers intersect in complex ways requiring holistic responses. Findings informed a four-component intersectional model grounded in Indigenous voice: promoting equity and inclusion, challenging dominant narratives, increasing leadership representation, and addressing multiple forms of oppression. Recommendations emphasise structural changes including alternative entry pathways recognising professional experience, co-designing curriculum with First Nations communities for accuracy and contemporary perspectives, providing holistic support systems addressing intersecting barriers, and advancing cultural safety beyond performative gestures. This research contributes a strength-based framework centring First Nations knowledge, leadership, and community ways of being, demonstrating how collaborative autoethnography supports Indigenous voice in transforming higher education experiences.

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