The Fallacy of the Bolted Horse: Changing Our Thinking about Mature-Age Aboriginal and Torres Strait Islander University Students.

摘要: The aim of this article is to critically review and analyse the public representations mature-age university students in developed some developing nations how they compare Aboriginal Torres Strait Islander Australia (‘students’ also refers graduates unless context requires specificity). Relevant texts were identified by reviewing education-related academic policy literature, media opinion reportage pieces, conference proceedings, private sector higher education reviews, reports submissions. What reveals striking: very few commentators are publicly unambiguously encouraging, supporting celebrating students. This strongly contrasts with discussions around general, where continuous or lifelong learning acclaimed endorsed, particularly as our populations grow older remain healthier there relatively lower numbers working-age people. While scholars, social commentators, bureaucrats politicians enthusiastically highlight intrinsic extrinsic value student's economic contributions, overarching narrative student one ‘the horse has bolted’, meaning that it too late for cohort therefore society benefit from their education. In we examine these conflicting positions, investigate why dichotomy exists, present an alternative view consideration, make recommendations further research into area.