Dissertations / Theses on the topic 'Aboriginal and non-Aboriginal relationships'
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1
Wyman, Jeffrey M. "Craniometric relationships of aboriginal specimens from Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ41633.pdf.
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Walker, Kate. "Trends in birthweight and infant weights : relationships between early undernutrition, skin lesions, streptococcal infections and renal disease in an Aboriginal community /." Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/2406.
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Undernutrition in prevalent in Aboriginal communities, in utero, infancy and childhood. It influences childhood morbidity and mortality and growth patterns. Undernutrition and poor socio-economic status also contribute to endemic and epidemic infectious disease, including scabies and streptococcal infection. It has been suggested that early undernutrition, and streptococcal and scabies infection are risk factors for renal disease, which is at epidemic levels and increasing. This thesis examines the prevalence of undernutrition in newborns and infants in an Aboriginal community over time, and its impact on childhood growth and child and adult renal markers. The association between skin lesions, streptococcal serology, post-streptococcal glomerulonephritis (PSGN) and renal markers as evaluated through a community wide screening program in 1992-1995 is also examined. Birthweights have increased since the 1960s, but they are still much lower than the non-Aboriginal values. Weights in infancy have decreased since the 1960s. At screening in childhood stunting was common, reflecting the presence of long-term poor nutrition in infancy. In both adults and children, birth weight and infant weights were negatively associated with albuminuria measured by the albumin to creatine ratio (ACR).
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Billard, Jennifer Christine. "Relationships between identity and music preferences in female Anangu Pitjantjatjara teenagers /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09mub/09mubb596.pdf.
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Grootjans, John, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education." THESIS_FHHSE_SEL_Grootjans_J.xml, 1999. http://handle.uws.edu.au:8081/1959.7/445.
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During 1987 my essential beliefs about the nature of the world were challenged by a chance event which led to my arrival in Arnhemland. Working with Aboriginal people allowed me to see first hand the failings of Western ideas in Aboriginal education and health. This is how a 12 year collaboration with Aboriginal people began. The aim was to search for answers to the question, 'Why so many ideas that had been successfully used in the Western world, fail to meet the needs of aboriginal people? My experiences prior to 1995 had led me to believe that Both Ways, an education pedagogy developed in teacher education, was the best approach for empowering Aboriginal Health Workers. I believed Both Ways gave Aboriginal Health Workers a means to develop solutions to aboriginal health issues which valued and respected their aboriginal knowledge. I needed to describe and evaluate the practice of both ways with Aboriginal Health workers for the purpose of proving the benefit of this pedagogy for other educators in this field. This thesis describes how I came to think Both Ways was a good idea; how I defined Both ways; and how I put it into practice. It also provides a description of the issues raised in my critique of Both Ways and in my attempts to provide answers to these issues. Several years of collecting data, including records from action research group discussions, participant observation, interviews with peers and students, and formal evaluations left me with many concerns about Both Ways. As educators follow my journey of discovery I hope that they will recognise experiences and insights that they themselves have shared. The descriptions and discussions in this thesis will add significantly to the overall discourse about health worker education. Similarly, the exploration of ideas beyond Both Ways will add significantly to the overall body knowledge about the power relationships involved in teaching in a cross cultural settingDoctor of Philosophy (PhD)
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Sharp, Pamela Agnes, and mikewood@deakin edu au. "A study of relationships between colonial women and black Australians." Deakin University, 1991. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060922.083240.
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The study is concerned with the history of black and white women in Australia during the colonial period. Particular emphasis is on the variety of cross-cultural relationships which developed between women during that time.
As a starting point, male frontier violence is discussed and compared with the more moderate approach taken by women faced with threatening situations. Among Europeans, women are revealed as being generally less racist than men. This was a significant factor in their ability to forge bonds with black women and occasionally with black men.
The way in which contacts with Aborigines were made is explored and the impact of them on the women concerned is assessed, as far as possible from both points of view. Until now, these experiences have been omitted from colonial history, yet I believe they were an important element in racial relations. It will be seen that some of these associations were warm, friendly and satisfying to both sides, and often included a good deal of mutual assistance. Others involved degrees of exploitation. Both are examined in detail, using a variety of sources which include the works of modern Aboriginal writers.
This study presents a new aspect of the female experiences which was neglected until the emergence of the feminist historians in the 1960s. It properly places women, both black and white, within Australian colonial history.
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Weasel, Head Gabrielle, and University of Lethbridge Faculty of Arts and Science. ""All we need is our land" : an exploration of urban Aboriginal homelessness." Thesis, Arts and Science, 2011. http://hdl.handle.net/10133/2579.
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This thesis explores Blackfoot homelessness in relation to traditional attachments to Blackfoot territory. It addresses the underlying causes of Blackfoot homelessness in the city of Lethbridge. It speaks to the participants’ experiences of loss on a multitude of levels, disconnection from family and traditional community, and the complex notion of what “homelessness” means for the Blackfoot participants. The thesis uses a literature review to inform the study. The research methodology is a focused ethnography. Interviews with Blackfoot homeless participants were conducted at the city of Lethbridge’s homeless shelter in 2009 and 2010. Narrative analysis was used to interpret the data and the findings, and the subsequent discussion of them, were from a Blackfoot perspective. It is hoped that the information contained within this thesis will help those reading it to better understand Native homelessness and provide insights into the subjective nature of what it means to be “home.” The results of the findings also suggest ways for service providers to develop improved programming aimed at the Native homeless population.vi, 164 leaves ; 29 cm
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De, Costa Ravindra Noel John, and decosta@mcmaster ca. "New relationships, old certainties : Australia's reconciliation and treaty-making in British Colombia." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20050627.092937.
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This thesis investigates the search for new relationships between indigenous and settler peoples in Australia and Canada. Both reconciliation and the treaty-making process in British Columbia are understood as attempts to build such relationships. Yetthese are policies that have arisen in response to the persistence of indigenous claims for recognition of rights and respect for identity. Consequently, I consider what the purpose of new relationships might be: is the creation of new relationships to be the means by which settlers recognise and respect indigenous rights and identities, or is
there some other goal? To answer this, I analyse the two policies as the opening of negotiations over indigenous claims for recognition. That is, the opening of new political spaces in which indigenous people�s voices and claims may be heard. Reconciliation opened a space to rethink Australian attitudes to history and culture, to renegotiate Australian identity. Treaties in British Columbia primarily seek to renegotiate ownership and control of lands and resources. Both policies attempt to relegitimise the polities in which they operate, by making new relationships that provide for mutual recognition. However, the thesis establishes that these new spaces are not nearly as expansive or inclusive as they are made out to be. They are in fact defined by the internal struggles of settler society to make life more certain: to resume identities that are secure and satisfying, and to restore territorial control and economic security. This takes place with little regard for the legitimate claims of indigenous peoples to be recognised as people and to enjoy dynamic, flourishing identities of their own. Building new relationships becomes the path to entrenching old certainties.
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Barber, Marcus. "Where the clouds stand Australian Aboriginal relationships to water, place, and the marine environment in Blue Mud Bay, Northern Territory /." Click here for electronic access, 2005. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=&att0=DC.Title&val0=Where+the+clouds+stand&val1=NBD%3A&submit=Search.
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Cheryl, Gaver. "Solitudes in Shared Spaces: Aboriginal and EuroCanadian Anglicans in the Yukon and the Northwest Territories in the Post-Residential School Era." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19995.
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This thesis examines the current relationship between Aboriginal and EuroCanadian Anglicans in the Northwest Territories and the Yukon as they seek to move beyond past hurts into a more positive future. After three field trips to Canada's North, visiting seven communities and interviewing seventy-nine individuals, complemented by archival research, I realized the dominant narrative based on a colonialism process linking residential schools, Christian Churches and federal government in a concerted effort to deliberately destroy Aboriginal peoples, cultures, and nations was not adequate to explain what happened in the North or the relationship that exists today.
Two other narratives finally emerged from my research.
The dominant narrative on its own represents a simplistic, one-dimensional caricature of Northern history and relationships. The second narrative reveals a more complex and nuanced history of relationships in Canada's North with missionaries and residential school officials sometimes operating out of their ethnocentric and colonialistic worldview to assimilate Aboriginal peoples to the dominant society and sometimes acting to preserve Aboriginal ways, including Aboriginal languages and cultures, and sometimes protesting and challenging colonialist policies geared to destroying Aboriginal self-sufficiency and seizing Aboriginal lands.
The third narrative is more subtle but also reflects the most devastating process. It builds on what has already been acknowledged by so many: loss of culture. Instead of seeing culture as only tangible components and traditional ways of living, however, the third narrative focuses on a more deep-seated understanding of culture as the process informing how one organizes and understands the world in which one lives. Even when physical and sexual abuse did not occur, and even when traditional skills were affirmed, the cultural collisions that occurred in Anglican residential schools in Canada's North shattered children's understanding of reality itself.
While the Anglican Church is moving beyond colonialism in many ways - affirming Aboriginal values and empowering Aboriginal people within the Anglican community, it nevertheless has yet to deal with the cultural divide that continues to be found in their congregations and continues to affect their relationship in Northern communities where Aboriginal and EuroCanadian people worship together yet remain separate.
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Osborne, Sandy C. M. "Two solitudes intertwined, building trusting relationships between DIAND and Aboriginal people in the Northwest Territories; practical steps to improve and foster relationships at the front line." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0021/MQ49231.pdf.
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De, Costa Ravindra Noel John. "New relationships, old certainties Australia's reconciliation and treaty-making in British Columbia /." Connect to this title online, 2002. http://adt.lib.swin.edu.au/public/adt-VSWT20050627.092937/.
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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
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Grigas, Lee C. (Lee Christian) Carleton University Dissertation Sociology and Anthropology. "Medicine wheels: tools of adaptation in aboriginal and non-aboriginal society." Ottawa, 1995.
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Todd, Helen Joan. "The Third Space: Shared Understanding between Aboriginal and Non-Aboriginal People." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/73533.
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A concept of Baldja Leadership is presented following a study of enablers and inhibitors of shared understanding between Aboriginal and Non Aboriginal people working in the Western Australian civil construction industry. Leadership traits perceived by members of both cultures as creating positive and negative regard for their leaders were identified. This constructivist, interpretivist investigation recommends actions to achieve a 'third space' of understanding that will help to retain Aboriginal people in organizations
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Graf, Elke K. "Causal attributions for crime involving Aboriginal and non-Aboriginal juvenile offenders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/996.
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The purpose of the study was to examine the impact of crime-specific racial stereotypes upon the Jay person's judgement about the cause of and appropriate punishment for juvenile crime. A pilot investigation (n= 30) revealed that the crimes of motor vehicle theft and possession of an illegal drug were perceived to be more strongly associated with the Aboriginal and non-Aboriginal offender respectively. This information formed the basis for the type of crime and offender's race experimental manipulations of the main study. Attribution theory variables and the revised version of a previously validated questionnaire (Furnham & Henderson, 1983) were the two approaches to the measurement of cause in the present study. One hundred and eighteen residents from a random sample of suburbs belonging to the City of Wanneroo in Western Australia participated in the study. Consistent with previous research utilising attribution theory, no significant variation in the attributions based on the race of the offender and the type of crime were observed. The expected influence of crime stereotypes upon causal evaluations received little support. Interestingly, differences for all three independent variables were observed with the questionnaire approach to measurement. Further research is needed to clarify the apparent inconsistency in the findings.
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Phillips, Catharine. "Prisoner, prison and situational characteristics and their relationship with the prevalence, incidence and type of prison offending recorded by a sample of prisoners within Western Australian prisons." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2163.
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The importance that researchers and prison administrators have placed on ensuring that the good governance, security and safety of prisons are maintained has generated a number of studies of prison offending. Previous studies have identified several prisoner, prison and situational characteristics as relevant in regard to their relationship with the prevalence, incidence and type of prison offences committed. However, no studies have been conducted in Australia, and therefore no studies have included Aboriginal prisoners in their prisoner samples. In addition, the differences in regard to legislation pertaining to prison offending between jurisdictions is also of importance when considering the generalisability of the body of research available on the subject.
The present study involved the examination of the relationship between several prisoner and prison characteristics and the prevalence and incidence of prison offending, and several prisoner, prison and situational characteristics and the types of prison offences committed by male, female, Aboriginal and non-Aboriginal prisoner samples. The prevalence, incidence and type of prison offences were examined within and across all adult prison facilities in Western Australia, and included all adult prisoners who had spent the full 12-month study period in prison within Western Australia. Logistic regression and multiple regression analyses revealed that several prisoner and prison characteristics were significantly related to with the prevalence and incidence of prison offending, while logistic regression analyses revealed that several prisoner, prison and situational characteristics were significantly related to the type of prison offences committed by male, female, Aboriginal and non-Aboriginal prisoners included in the prisoner sample.
The present study provides a useful addition to the existing body of research due to it being the first of its kind to include Aboriginal prisoners in an Australian context. The present study also provides generalisable findings to other Australian prisoner populations, and may prove to be of practical importance to other Australian jurisdictions, particularly those where the overrepresentation of Aboriginal people is of an extent similar to that of Western Australia. Practical interventions informed by the findings of the present study may help to reduce the prevalence and incidence of prison offending, and the severity of such offending, which may subsequently improve the security of prisons, the safety of staff, prisoners and visitors, and reduce the financial implications for prison systems, governments and taxpayers in respect of compensation for injured prison staff, prisoners or visitors, costs associated with the rectification of damage caused by prisoners, and costs associated with the administrative processes relating to the progression of formal prison charges.
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Welsh, Andrew. "Aboriginal peoples and the criminal justice system, differences in full parole release rates between Aboriginal and non-Aboriginal offenders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/MQ51503.pdf.
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Lutz, John S. "Work, wages and welfare in aboriginal-non-aboriginal relations, British Columbia, 1849-1970." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9710.
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This dissertation focuses on the work-for-pay exchange between aboriginal people and immigrants of European stock--the two most prominent cultural groups in the early history of British Columbia--and follows the patterns of this exchange from its origins through to the 1970s. It examines both the material and the rhetorical construction of the "Indian" as a part of British Columbia's labour force, a process described as racialization, and emphasizes, as well, the transformation of meaning inherent in cross-cultural exchange. It is a province-wide analysis, the core of which is a micro-history of one aboriginal group, the Songhees people, who live in the area now occupied by Victoria, the capital city. This examination challenges the long-standing view that aboriginal people were bystanders in the economic development and industrialization of British Columbia outside, and after, the fur trade. From the establishment of the Colony of Vancouver Island in 1849, through Confederation with Canada in 1871 and to the 1885 completion of the Canadian Pacific Railway, aboriginal people comprised the majority of the population in present-day British Columbia, and the majority of the work force in agriculture, fishing, trapping and the burgeoning primary industries. This dissertation charts the subsequent decline in participation of aboriginal people in the capitalist economy from 1885 to 1970. Using a micro-historical study and close attention to aboriginal voices it offers a set of explanations for the changing proportions of work, both paid and unpaid, and state welfare payments. The micro-history reveals that the Songhees people engaged in two distinct but connected economies and were already familiar with forms of labour subordination prior to the European introduction of a capitalist economy. The Songhees participation in paid labour for Europeans was facilitated by these existing forms of labour organization and depended on the co-existence of their other economies; the Songhees used earnings from capitalist paid labour to expand their non-capitalist economies. After 1885, new state policies repressed the non-capitalist aboriginal economics and therefore diminished the underlying motivation for aboriginal participation in capitalist work. At the same time, an influx of labour-market competition and a variety of racialized laws and practices restricted the Songhees' ability to get work. Increasingly they were left with seasonal, low-skill and low-wage labour, a niche that maintained them so long as it was combined with a subsistence economy and involved the full participation of adult and adolescent family members. In the late 1940s and 1950s this pattern too was remade. Legal restrictions dramatically limited the subsistence economies; technological change curtailed the demand for seasonal labour in the canning, fishing and agricultural sectors, particularly affecting aboriginal women workers; and, compulsory schooling regulations began to reduce labour available to the family economy. At the same historic moment when the combined wage and subsistence economies ceased to be able to support them, the state extended some existing social welfare programs, such as Old Age Pension, to Indians, and expanded other programs, including Family Allowance, to all Canadians. In examining the patterns of aboriginal-non-aboriginal exchange relations over the long-term, this dissertation argues that high rates of unemployment and welfare-dependency among contemporary aboriginal communities are relatively recent historical phenomena, with observable roots and causes.
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Heaman, Maureen Isabella. "Risk factors for spontaneous preterm birth among aboriginal and non-aboriginal women in Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62639.pdf.
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Tikoft, C. "Transition to Secondary School for Aboriginal and Non-Aboriginal Students in High-Ability Settings." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/38adc20f5166c28fe44496aa8b38e02f4def66e9ca22bc1ea2702da77a46a9c4/4249230/Tikoft_2020_Transition_to_Secondary_School_for_Aboriginal.pdf.
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High-ability Aboriginal students are not achieving educational outcomes commensurate to their non-Indigenous peers. High-ability Aboriginal students are also underrepresented in selective academic environments. Transition from primary school to Year 7 in high school is known as a vulnerable period at an age that is a particularly sensitive phase for self-concept development. In addition, when transitioning from primary to high school selective education settings, many high-ability Aboriginal students find that class-average achievement is higher and that they are no longer one of the top students in their class. Researchers have suggested that early streaming of high school classes based upon ability can contribute to negative stereotyping, internalising labels of “ability”, diminishing confidence and motivation in school, and accelerating the formation of deficit beliefs of intelligence as a fixed ability. Other studies have found that experiencing education in a selective setting impacts positively upon high-ability students’ educational striving and achievement. However, there is a paucity of research that has examined high-ability Aboriginal students’ experiences of transition.
It is well established from a variety of educational psychology theories that social and emotional factors are influential in the transition to secondary school. These theories include big-fish-little-pond effect (BFLPE) theory (self-perceptions), growth mindset theory (self-beliefs), expectancy–value theory (self-goals), and ethnic congruence theory (sense of belonging). The quadripolar model is also a useful theoretical framework in that it integrates consideration of two self-protective strategies (success orientation and failure avoidance) on a matrix.
The purpose of this study was to investigate how Aboriginal adolescents experience ability grouping, such as gifted and talented classes, in the transition to secondary school. The study aimed to identify the psychosocial determinants of high-ability Aboriginal and non-Aboriginal primary and secondary students’ educational outcomes and wellbeing in different geographical settings (rural and urban) based on the perceptions of multiple stakeholders from rural (n = 1) and urban locations (n = 2) who participated in a 1-hour interview: high-ability Year 7 Aboriginal (n = 5) and non-Aboriginal students (n = 6), Aboriginal and non-Aboriginal parents/carers (n = 5), teachers (n = 12), Aboriginal education officers (n = 7), and school principals (n = 8). Multiple stakeholders participated in a series of interviews prior to transition to secondary school, after initial transition, and at the end of the first year of secondary school. Interview data were transcribed verbatim, key themes were identified using intercoder reliability, and word-frequency tabulation was employed to identify change in reasoning over time, with the results triangulated across multiple stakeholders.
Students’ self-perceptions and confidence were significantly associated with their school stratification position, academic self-concept, sense of belonging, and their personal perceptions of the relevance of school. In addition, it was found that effort investment was associated in distinct ways with the ability levels of classmates. The findings suggest that many high-ability Aboriginal students can experience difficulty transitioning to secondary school when placed in classes where the average-ability levels are higher than theirs, forcing upward comparisons that impact adversely on their academic self-concept. Cooperative learning environments were found to enable Aboriginal students to negotiate difficulties and succeed in challenging learning environments. It was also found that a second transition from a selective context to a mixed-ability context could positively affect self-concept and motivation. The study supports and enhances the quadripolar model by identifying the classroom compositional effects that foster strategies that students use to avoid failure and approach success. Examination of the data revealed that high-achieving students strategically manage the representation of their identities in school. These findings support and extend the BFLPE theory and its application to Aboriginal students.
It was found that in NSW schools, the achievement levels of Year 7 “gifted and talented” classes are hetrogeneous and disparate, and the classroom climate is often competitive with adverse impacts on self-concept. Conversely, cooperative learning environments increased academic self-concept resulting in growth in achievement, enjoyment, and participation. On this basis, it is recommended that gifted and talented classes reduce comparisons and competition and foster peer social support for Aboriginal students. In transition, strategies need to be employed that account for students’ academic self-concept to avoid competition and maladaptive social comparisons.
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Muller, Kathryn V. "Holding Hands With Wampum: Haudenosaunee Council Fires from the Great Law of Peace to Contemporary Relationships with the Canadian State." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1643.
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Holton, Tara L. "The cultural construction of suicide as revealed in discursive patterns among aboriginal and non-aboriginal caregivers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ48013.pdf.
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Bartlett, William Bennett. "Origins of Persisting Poor Aboriginal Health: An Historical Exploration of Poor Aboriginal Health and the Continuity of the Colonial Relationship as an Explanation of the Persistence of Poor Aboriginal Health." University of Sydney, Public Health & Community Medicine, 1999. http://hdl.handle.net/2123/386.
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The thesis examines the history of Central Australia and specifically the development of health services in the Northern Territory. The continuing colonial realtionships between Aboriginal and non-Aboriginal Australia are explored as a reason for the peristence of poor Aboriginal health status, including the cycle of vself destructive behaviours. It rovides an explanation of the importance of community agency to address community problems, and the potential of community controlled ABoriginal health services as vehicles for such community action.
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Markey, Peter. "The prevalence of ischaemic and rheumatic heart disease and risk factors in Aboriginal and non-Aboriginal footballers /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmm345.pdf.
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Whiting, Elizabeth. "Experience of six non-Aboriginal teachers living and working in remote Aboriginal communities during the 1990's." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/c6c654d5d936c1b0d6bc1ea1ee59876072a331de62cab28a3147287634e4884a/9491275/65141_downloaded_stream_366.pdf.
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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools.;This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.
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Harrison, Jane. "Indig-curious : what are the challenges for non Aboriginal theatre practitioners in accessing and interpreting Aboriginal themes?" Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/32152/1/Jane_Harrison_Thesis.pdf.
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How do non-Indigenous theatre practitioners, especially actors, access and incorporate Aboriginal themes in the plays they create or perform in? Will it ever be acceptable for a non-Aboriginal actor to play an Aboriginal role? In literature there are clear protocols for writing Aboriginal characters and themes. In the visual arts and in dance, non-Indigenous practitioners might 'reference' Aboriginal themes, but what about in theatre performance? This research embodies one cultural dilemma in a creative project and exegesis: exploring the complex issues which emerge when an Aboriginal playwright is commissioned to write an 'Aboriginal themed' play for two non-Aboriginal actors.
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Offler, Naomi Robyn. "An exploration of collaboration: Aboriginal and non-Aboriginal relationships in ethnographic filmmaking." Thesis, 2018. http://hdl.handle.net/2440/112441.
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This doctoral project explores the collaborative process and relationships formed
between anthropologists and/or filmmakers and the Aboriginal people they work
with. I use the making of film as the research site to explore the collaborative
process and the building of relationships within this process. As
anthropologists/filmmakers, the Aboriginal people we now work with, are situated
in, and identify themselves within an environment that is a product of more than
twenty years of requesting ownership and control of their representations.
Aboriginal people are in many cases, highly politicised and direct how they work
with anthropologists/filmmakers. This has called for the development of a
collaborative practice that honours this altered environment and the way in which
Aboriginal people are positioning themselves within it.
Through the exploration of my own collaborative practice and those of other
anthropologist/filmmakers, I argue that collaborative engagement with Aboriginal
people is strongest when it is long term and grounded in the core tenets of
respect, trust and shared ownership. This results in a visual product that stems
from a process that incorporates the conflicting and differing perspectives and
desires of a group of people, versus fulfilling the singular agenda of the
anthropologist/filmmaker. I also argue that a long term collaborative relationship is
visually evident in the film through the way the people being filmed represent
themselves on screen. In this exegesis, I critically analyse the collaborative
relationships I developed in my project and the evidence in the films for the
intimacy developed in these relationships.
This project is a body of material that includes a series of photographs, two films
and an exegesis. Incorporated into the film Stitch by Stitch (2017) and the
exegesis are still images taken from the films and B&W photographs taken during
my fieldwork. Stitch by Stitch (2017) is an ethnographic film that was made with a
group of Ngarrindjeri women who live in and around The Coorong and Lower
Murray Lakes in South Australia. It focuses on a number of core issues of
importance to these women. These are linked throughout the film by the process
of weaving from the freshwater rushes that grow in the estuary environment of The Coorong. These core issues include yarning together, teaching, the degradation of
the environment and preparing the next generation as custodians for continuing
the cultural and artistic practice of weaving. There is also a second film that is
strictly pedagogical and a documentation of the key stages of the weaving
process. This film was made at the request of the woman who has been my
central collaborator and friend in the project, Aunty Ellen Trevorrow. The making of
these films constituted my research site for exploring collaboration between myself
as an anthropologist/filmmaker, and my Ngarrindjeri colleagues.
I spent seven years making the films with the Ngarrindjeri women. This was
incorporated into a total of eleven years fieldwork and ongoing engagement with
Ngarrindjeri men and women. My fieldwork was defined by periods of long and
short-term stays, multiple conversations and communication with my Ngarrindjeri
colleagues.
Using the making of the film as the research site as a means to explore
collaboration, has resulted in identifying collaborative engagement based on
respect, trust and shared ownership as a pathway for ethnographic filmmaking
practice that honours the contemporary environment in which Aboriginal people
are now requesting ownership of their representations and enlisting the skills of
anthropologist/filmmakers in furthering their cultural and political goals. This is a
pathway that encapsulates the building of trust, respect and intimacy between
filmmakers/anthropologists and their Aboriginal colleagues, as well as
acknowledging that any collaborative process is marked by conflicts and differing
perspectives that potentially allow for multiple outcomes and products. It also
argues that deep long term relationships are the foundation for building powerful
partnerships between Aboriginal people and anthropologists and/or filmmakers
into the future.Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2018
28
"Insights found in the narratives of non-Aboriginal teachers working with Aboriginal students." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-04-1832.
Full textAbstract:
This qualitative case study explored the response of four practicing non-Aboriginal teachers related to preservice training and effectiveness. Each of the participants involved in this research project was an experienced teacher with a minimum of five years of teaching experience. This case study is framed within the conceptual context of cultural responsivity. The research questions were: What do four non-Aboriginal teachers with over five years experience working with Aboriginal students describe as qualities of effective teaching in this context? What are some of the major social justice issues that teachers need to address in order to be both successful and effective when working with Aboriginal students?
Methods for data collection included semi-structured interviews during which the participants shared their stories. These conversations were audio taped and the audio tape recordings were transcribed. The transcriptions were analyzed to determine insights from the stories.
Those teachers who are interested in learning about being an effective teacher of Aboriginal students will find the stories insightful. While the researcher and participants were non-Aboriginal the stories may be helpful for all teachers, regardless of their ethnic or cultural background, as they work with both Aboriginal and non-Aboriginal students. The implications of this study are that further research is needed in the areas of Teacher Education, Culturally Responsive Pedagogy, and Teacher Effectiveness.
29
Senese, Laura. "Exploring Gendered Relationships Between Aboriginal Urbanization, Aboriginal Rights and Health." Thesis, 2011. http://hdl.handle.net/1807/31436.
Full textAbstract:
Aboriginal urbanization has increased dramatically in Canada over the last half century. Aboriginal rights may be an important factor in shaping Aboriginal peoples’ experiences of urbanization, as they are largely restricted to those living on reserves. Through their impacts on social determinants of health, these differences in spatial access to Aboriginal rights may have implications for the health of Aboriginal peoples living in urban areas. Using mixed quantitative (statistical analysis of the Aboriginal Peoples Survey) and qualitative (in-depth interviews with Aboriginal women and men in Toronto) methods, this thesis explores relationships between Aboriginal urbanization and Aboriginal rights, focusing on how they may differentially impact the health of Aboriginal women and men living in urban areas. Findings suggest that the perceived lack of respect for Aboriginal rights in urban areas is negatively related to health, and that Aboriginal women and men may experience these impacts differently.
30
Walker, Patrick. "Crown-aboriginal fiduciary relationships : false optimism or realistic expectations?" Thesis, 1992. http://hdl.handle.net/2429/3207.
Full textAbstract:
As a result of the Supreme Court of Canada's
decision in R. v. Sparrow, the government's fiduciary
obligations towards aboriginal peoples was extended into
the area of constitutionally entrenched aboriginal and
treaty rights. Native people expressed their expectations
that this doctrinal development would be an instrument
for native empowerment. To date, the Courts have
delivered little under the fiduciary rubric. After
examining the history and jurisprudence associated with
the fiduciary concept, a critical approach is adopted in
order to determine what phenomena are acting to limit the
doctrine's potential. Three areas are explored in an
attempt to determine why the legal system may operate to
prevent the realisation of substantive gains. These
include: inherent textual limitations, law and politics,
and 'dominant' and 'judicial' ideologies. Sparrow
represents the best impusles of reform from the Supreme
Court of Canada. Yet, because the judgment does not
openly question a hierarchical position of authority for
the Crown, it may reproduce dependency in a new form.
The study of native people's experience with fiduciary
litigation provides instruction for all disadvantaged
groups in relation to the potential of using law to
achieve social change
31
Moizo, Bernard. "We all one mob but different: groups, grouping and identity in a Kimberley Aboriginal village." Phd thesis, 1991. http://hdl.handle.net/1885/8798.
Full textAbstract:
`This thesis examines the development and maintenance of a fragile group identity at the community level among Aboriginal people in the West Kimberley in Western Australia. It focuses on the town-based Aboriginal settlement of Junjuwa in Fitzroy Crossing.
With no indigenous political structures relevant to the permanent co-residence of several hundreds of people the development and maintenance of a community sentiment powerful enough to allow the effective operation of the community as an administrative unit is problematic. While the material constraints of successive government policies have been a key limitation on people, indigenous identities, groupings and associations which pose obstacles to sustaining a commitment to the community are always present and constantly threatening it.
This thesis explores the bases of cohesion at the community level and the constant tension with sub-community loyalties of one kind or another. It begins with a consideration of aspects of the historical background that are crucial to understanding the contemporary situation, paying particular attention to the transformations in residence patterns brought about by the pastoral industry. The emergence of Junjuwa is described in the context of the pastoral industry in the 1960s, which forced many Aboriginal people into Fitzroy Crossing. This is followed by an analysis of the community constitution, the physical structure and the resident population. In the subsequent Chapter, the bases of group sentiments and the circumstances in which these were expressed and operated are analysed. Chapters six and seven examine the sub-groupings, associations and identities that are in constant tension with the community identity. Chapter eight concentrates on the leadership in the community and Chapter nine on the consequences of external interventions. In the final chapter I discuss why the factors that make the emergence of a community sentiment at the level of associations like Junjuwa are not, at present, expendable to the regional level.
32
Howell-Jones, Gail E. "Counselling First Nations : experiences of how aboriginal clients develop, experience, and maintain successful healing relationships with non-aboriginal counsellors in mainstream mental health settings, a narrative study." Thesis, 2005. http://hdl.handle.net/2429/18446.
Full textAbstract:
Aboriginal people in Canada experience disproportionately high rates of
family violence, suicide, substance abuse, and mental health problems such as
depression and posttraumatic stress disorder. However, although culturally based
healing resources for aboriginal people are inadequate to meet the need, available
mainstream mental health services are underutilized by aboriginal clients.
Therefore, while building on previous research looking at the problems faced by
mainstream services and non-aboriginal counsellors in engaging and helping
aboriginal clients, this research assumed there have been successes and examined
aboriginal experiences of successful engagement and healing within such
contexts. The methodology for this study is a narrative based approach that meets
the mandates for ethical and appropriate indigenous research as described by
those of authority in the field of indigenous research, and answers the question:
How do aboriginal clients develop, experience, and maintain successful healing
relationships with non-aboriginal counsellors in mainstream mental health
settings? Narrative analysis of interviews with seven aboriginal mental health
clients who believed they had a positive counselling experience in a mainstream
setting produced findings that suggest common themes of interaction and
discovery mark successful counselling relationships. Generally clients described
an increased sense of connection and belonging, harmony, integration of
traditional aboriginal and non-aboriginal practice and beliefs, self-acceptance,
understanding, and balance as critical. However the defining characteristic of a
successful counselling experience was expressed as the capacity of the
counselling relationship to increase each client's clarification of how aboriginality
is meaningfully and uniquely understood. These findings have implications for
mainstream mental health services and indigenous research in general.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
33
Ferguson, Gail. "An evaluation of Aboriginal, government, and mining industry relationships and policies in Manitoba: Accessing land for mineral exploration and mine development." 2015. http://hdl.handle.net/1993/30348.
Full textAbstract:
The thesis focused on evaluating how provincial policies have framed and informed the development of relationships among Aboriginal, government and mining industry representatives in Manitoba. The research was conducted during a time period where current events regarding uncertainties in land claims, delays in obtaining prospecting work permits and a need for clarifying Section 35 Crown consultation have amplified the need for further understanding of the interactions among the parties. The research adopted a qualitative approach that consisted of a literature review, key-informant interviews and general observations. Thirty interviews were conducted from August to November 2014.
The results revealed that the existing relationships among the parties were frustrating. These frustrations were attributed to a breakdown in the implementation and application of provincial policies and procedures. Uncertainties in land claims and protected area designation have continued to deter investment into the mineral sector. A lack of communication, understanding of cultural backgrounds, and willingness to allow time for proper consultation was noted by the respondents. Failure to recognize these aspects within policy has taken a toll on enhancing lasting relationships. Policies need to be updated and should clarify the roles and responsibilities of each interested party.
34
Ling, Lin Pay, and 林佩玲. "The Relations of Parent-child Relationships and School Adjustment Among Aboriginal College Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/18343750571853499910.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
95
The purpose of the current study is to understand how the relations between perceived parent-child relationships were related to school adjustment among aboriginal college students. The study was a cross-sectional survey study. Participants were 354 aboriginal college students in Taiwan. Two questionnaires, the parent-child relationship scale and student school adjustment scale, were implemented in this study. Statistic methods included descriptive statistics, factor analysis, Pearson correlation, and multiple regression. Research findings are: 1. Participants scored high on three dimensions of the parent-child relationships, which were Intimacy, Likeness, and Power. 2. Participants scored high on two dimensions of the school adjustment, which were Adjusted to Rules and Peer Relations. 3. For the total score of parent-child relationships, females scored higher than did males, students living in mountain areas scored higher than did who living in rural areas。 4. For the total score of school adjustment, students who had a religious faith scored higher than who had no religious faith and students living in mountain areas scored higher than students living in rural and urban areas. 5. Perceived parent-child relationships were positively related to school adjustment. In specific, the higher the students felt intimate with their parents and the higher the students felt identified with their parents, the better they adjusted to school life. 6. Multiple regression implied that parent-child relationships significantly explained the variations of school adjustment among aboriginal college students. The study made further suggestions for aboriginal students, their parents as well as educators, based on the research findings.
35
Embleton, Kimberly J. "Factors contributing to their success: experience of Manitoba Aboriginal students in post-secondary education." 2012. http://hdl.handle.net/1993/8352.
Full textAbstract:
This study examined the experiences of Aboriginal students at a university in Manitoba in terms of what supports kept them registered and what institutional factors contributed to their success. The aim of this research was to inform educators, administrators, and students of the needs of Aboriginal learners at the post-secondary level and what supports and experiences fostered these learners’ success. This research included the gathering of data from eight Aboriginal students who were registered in undergraduate university programs in Manitoba. The findings suggest that Aboriginal students who are assisted with setting clear academic and career goals prior to post-secondary enrollment, are provided with adequate academic preparation before entering post-secondary studies, are able to access the specialized approaches and supports currently available, and are able to form meaningful and reciprocal relationships with faculty and peers at university or college are more likely to succeed. The conclusions of the study are two: (1) that advisement dialogue prior to enrollment and upon registration needs to be expanded; and (2) that Aboriginal students must be provided with increased opportunities to develop self-esteem, confidence, and a sense of belonging.
36
Lin, Li-Hui, and 林麗惠. "The study of the relationship among cognitive style, resoning performance and problem-solving performance in between aboriginal and non-aboriginal elementary students----an example in regular elementary schools in Tauyen." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/16249237437112156822.
Full textAbstract:
碩士國立新竹師範學院
國民教育研究所
88
The Study of the Relationship among Cognitive Style, Reasoning Performance and Daily-Life Problem-Solving Performance in between Aboriginal and Non-Aboriginal Elementary Students─An Example in Regular Elementary Schools in Tauyen Li-Hui Lin Abstract The main purpose of this study is to investigate possible differences between aboriginal and non-aboriginal elementary students in cognitive styles, reasoning performance, and daily-life problem-solving performance. This study is also designed to explore the relationship among cognitive styles, reasoning performance, and daily-life problem-solving performance, and to examine if the performances of reasoning and daily-life problem solving being a function of cognitive styles. The subjects of this study were aboriginal and non-aboriginal sixth-grades students of regular elementary schools in Tauyen. In the first stage of this study, 393 subjects were asked to perform the Group Embedded Figures Test（GEFT）and Standard Progressive Matrices（SPM）to understand their cognitive styles and reasoning performance. In the second stage, 120 out of 393 students in the first stage took a daily-life problem-solving test after counterbalance in sex, races, cognitive styles, and time conditions of the cognitive style task. The data were analyzed by correlation, multiple regression analysis, 3-way ANOVA, and 3-way ANCOVA. The main findings of this study are as follows： 1.The correlation between problem-solving ability and cognitive style is stronger than that between problem-solving ability and reasoning ability. 2.No sex difference was found in cognitive styles. Yet, Different cognitive style tendencies were found in aboriginal students compared to non-aboriginal students, in which more aboriginal students were categorized as a field-dependence cognitive style and more non-aboriginal students were categorized as a field-independence cognitive style. 3.Without considering the influence of cognitive style, non-aboriginal students performed better than aboriginal students in SPM. Yet, undertaking the influence of cognitive style, no race difference was found. 4.No matter what sex and race is, the field-independence cognitive style students performed better than field-dependence cognitive style students SPM and GEFT. Finally, according to the results, further instructions and suggestions for future research were addressed.
37
Sha, Chao-Chen, and 沙兆禎. "The Investigation of Relationships of Aboriginal Junior High School Students’ Participation in Aboriginal Dancing Clubs and Students’ Academic Achievement, Peer Relationships, Benefits of Leisure, Ethnic Identity, and Self-concept from Nantou County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/27134493571335035171.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
99
The main purpose of this study was to investigate the present circumstances of self-concept within aboriginal junior high school students in Nantou County, analyzing the differences between whether they take parts in aboriginal dancing club. It’s also tempted to comprehend their academic achievement, ethnic identity and benefits of leisure so as to create a predictor for variables of self-concept. Four junior high schools in Nautou County were selected in this study to be the subject and Census and Snowball Sampling as the study method were adopted. After issuing 252 questionnaires in the manner of stratified random sampling, this study has collected 216 valid copies, making the response rate as high as 86%. Subsequently, this report processes the data with descriptive statistics, T-test, One-Way ANOVA, Pearson’s product-moment correlation, and stepwise regression as statistic methods. Highlights of the study results are as follows: Ⅰ. Participation in aboriginal dancing club can make a difference to the aboriginal peer relationships. Ⅱ. Participation in aboriginal dancing club can make a difference to the ethnic identity. Ⅲ. Genders can make a difference to the benefits of leisure of aboriginal dancing club students Ⅳ. Academic achievement, peer relationships, ethnic identity, benefits of leisure and self-concepts are positively related in Nantou aboriginal students. Ⅴ. The peer relationships between the absence in aboriginal dancing club students and non-aboriginal students predict their self-concepts. Ⅵ. The peer relationships with non-aboriginal students, academic achievement, and ethnic self-involvement can predict aboriginal dancing club students’ self-concept. The study results may provide as a reference for parents, schools, relevant institutes and future researchers. Moreover, this study proposes practical suggestions of increasing self-involvement for aboriginal students.
38
Hutchinson, Peter James. "Linkage social capital as a determinant of Aboriginal health : an exploratory examination of social relationships." Thesis, 2006. http://hdl.handle.net/2429/18262.
Full textAbstract:
Variations in First Nations health between health service delivery areas (HSDA) in British Columbia do not conform to the volumes of research demonstrating increased socioeconomic status (SES) increases health status. The lack of congruence between research demonstrating a link between health and SES and First Nation health and SES may be accounted for by the variations in the number of communities that participate in relationships with the Canadian government that promote self-determination. The HSDAs that have more First Nation communities participating in health transfer and the British Columbia Treaty Commission process with more First Nations on-reserve have better health than HSDAs with few communities participating in these relationships and large off-reserve populations. HSDAs that have more Aboriginal organizations and services also have higher off-reserve populations and lower health status. These finding suggest that relationships promoting equal participation in the development of social programs improves the health status of those who utilize those social programs.Graduate and Postdoctoral Studies
Graduate
39
Chang, Tao-An, and 章稻安. "The Relationships among Marketing Strategy, Consumers’Perceived Value and Loyalty of Aboriginal Restaurants in Southern Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37284847371900378619.
Full textAbstract:
碩士大葉大學
人力資源暨公共關係學系碩士在職專班
97
The purposes of this research are to study the management strategies of aboriginal restaurants under the high-competition situation and the motives of consumers who de-cide the restaurant to eat. In order to analyze the marketing strategies of the restaurants, the expectation of the consumers, the consumers’ perceived values and the loyalty of the consumers after dining, three aboriginal restaurants in southern part of Taiwan are chosen as the research objects for study. The qualitative research resulting from in-depth interview with the shopkeepers of the aboriginal restaurants in the southern part of Taiwan and the quantitative research resulting from questionnaires to the restaurant consumers are both adopted in this re-search. In the interview, the marketing strategies of the firms, the expectation of the consumers, the perceived values which are expected to be delivered to the consumers and the loyalty of the consumers after dining are clarified. The results in accordance with the in-depth interview are taken as the basis of the questionnaires which is de-signed. The domains include “The importance of the decisions you make on the restau-rants”, “The perception after dining”, and “The loyalty after dining”. In this case, 450 questionnaires are collected and among them 393 are valid (90.9% response rate). Ac-cording to the results from the quantitative research, there is a significant correlation among “the marketing strategies”, “the perceived values” and “the loyalty” based on the method of Pearson correlation analysis.
40
Liu, Yu-Ju, and 劉祐如. "A Preliminary Study of the Relationships between Tribal Aboriginal Children’s Oral Language and Phonological Awareness." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/t3jts4.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭學系
105
This study examined the relationship between complex oral language and phonological awareness in 20 tribal aboriginal children. 20 participants between 5 and 6 years of age were from aboriginal regions of northern Taiwan. The test materials assessed were receptive vocabulary, personal narratives, measures of phonological awareness, including syllable, tone, rime and onset awareness, and test of nonverbal intelligence. The results revealed that the scores of receptive vocabulary were mostly above the average of the norm. Regarding personal narratives, the number of clauses were fewer, the number of words differed greatly, the narrative structure were mostly two- or three-event narratives and leapfrog narratives without either a high point or an ending. The performances of syllable and rime awareness were mostly better than tone and onset awareness. Additionally, rime awareness was significantly correlated with onset awareness. Controlling age and nonverbal intelligence, oral language, including word comprehension and narrative discourse, was significantly correlated with syllable awareness. According to the findings, discussions and implications were also included.
41
Bromfield, Mandisa. "Understanding Home-school Relationships within an Indigenous Community in an Urban Public School." Thesis, 2011. http://hdl.handle.net/1807/30078.
Full textAbstract:
This study examines relationships between Indigenous parents and their children’s non-Indigenous teachers. As many Indigenous students are taught by mostly non-Indigenous teachers, this thesis aims to provide teachers with insights or strategies on how to work in a community that is perhaps unknown to them. There are three areas of focus within this thesis: critical issues within systems of education in Indigenous communities, critical issues that Indigenous parents face, and critical issues that schools with Indigenous students face.
This project has given both parents and teachers the chance to talk about the experiences of Indigenous children, the experiences of parents and teachers, and the relationships that form between the school, home, and the community. Also included are ideas that can be used by schools, school boards, and Indigenous communities to encourage strong relationships between homes of students and their schools.
42
CHEN, JENG-HSIANG, and 陳正祥. "The Relationships among Cultural Capital, Ethnic Identity and Academic Achievement of Aboriginal Junior High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87590548603990596365.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
93
The main purpose of this study was to explore the relationships among cultural capital, ethnic identity, and academic achievement of aboriginal junior high students. The study examined the differences of cultural capital and ethnic identity in different gender, grade, and living areas. A total of 1,044 aboriginal junior high students were randomly selected from aboriginal areas in Taiwan. They completed a set of instruments assessing their cultural capital and ethnic identity. The statistical methods used to analyze the data were descriptive statistics, One-way MANOVA, product-moment correlation, canonical correlation, and stepwise regression analysis. The main findings of this study were summarized as follows: 1. The level of aboriginal junior high school girl students’ ethnic identity were significantly higher than that of boy students. 2. The higher grade students were, the better mother tongue ability students had. 3. The higher grade students were, the higher level of ethnic identity students had. 4. Aboriginal junior high school students who lived in south Taiwan had higher cultural capital and ethnic identity than those in other areas in Taiwan. 5. There were significant positive correlations among the cultural capital, ethnic identity, and academic achievement. 6. There were significant canonical correlations among family cultural participation, family cultural environment, mother tongue ability, ethnic sense of belonging, and ethnic self-identification. 7. Students’ negative cultural capital could significantly predict their academic achievement. 8. Students’ ethnic awareness, ethnic sense of belonging, and ethnic attitudes could significantly predict their academic achievement. Finally, some suggestions for students themselves, parents, teachers, schools, and future research were proposed according to the results.
43
SHU-CHUAN, HUANG, and 黃淑娟. "The Relationships among Learning Motivation, Learning Strategies and Academic Achievement of Aboriginal Junior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/96900237857369548443.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
91
The purpose of this research is to explore the relationships among learning motivation, learning strategies and academic achievement of aboriginal junior high school students in Taiwan. Survey method is used in this research. By purposeful sampling, 1,131 valid samples were acquired. The instruments used in the research are included Learning Motivation Scale, Learning Strategies Scale. The data gathered from the valid samples were then analyzed with factor analysis, descriptive statistic, correlation analysis, MANOVA, stepwise multiple regression analysis, and Scheffé method for post hoc multiple comparison. Results of the research are listed below. 1.Significant differences of learning motivation were found in different background variables(gender, area, and tribe); no significant differences were found in the variable of grade. 2.Significant differences of learning strategies were found in different background variables(gender, area, and tribe); no significant differences were found in the variable of grade. 3.There was significant correlation between learning motivation and learning strategies. 4.Learning motivation and learning strategies can effectively predict aboriginal junior high school students’ academic achievement. Finding listed above were discussed, and several suggestions were proposed for parents, teachers, Ministry of Education, Aborigine Development Committee and further research
44
Bond, Hilary. "'We're the mob you should be listening to': Aboriginal elders talk about community school relationships on Mornington Island." Thesis, 2004. https://researchonline.jcu.edu.au/971/2/02whole.pdf.
Full textAbstract:
The thesis explores the relationships the Elders of Mornington Island, a 'closed',
geographically-remote Aboriginal community, perceive as prevailing between the
school and the community, and the relationships that they believe should exist
between the community and the local school and its teachers. The Elders, or
Lawmen, a body of Aboriginal senior men, see themselves as the repositories and
teachers of tribal Aboriginal Law that has been handed down from their Creation
Ancestors for thousands of years and is still being handed down. The thesis
documents and explores their accounts of the relationships they have had with
non-Aboriginal people in the past and, in particular, the relationships they prefer
to have with the teachers and school respectively. This thesis does not explore the
perspectives or cultural narratives of the schoolteachers or administrators.
The thesis draws on critical theory, seeing both the wider society and the
local society of Mornington Island as dynamic structures in which some sectors of
society, in this case Aboriginal people, are oppressed, with dire consequences in
many aspects of their individual and collective lives. It also draws on critical
theory in adopting an ethical position of solidarity with, and compassion for, those
whose lives are thus impaired. It shares with the Elders this sense that Aboriginal
people have been, and continue to be oppressed, and explores individual and
institutional dimensions of race relations, manifested in ideology, physical
coercion, personal attitude and interpersonal relations.
The main body of data comprises an extended series of open-ended
conversational interviews with twenty-five Lawmen and eleven other senior
Mornington Islanders. Initially conversations were tape-recorded, but at the request
of participants, this practice was abandoned in favour of handwritten notes of
interviews. All records of interviews were returned to the respective contributors
(and read to them, where appropriate or necessary) for approval or amendment. In
practice, these readings became the stimulus and occasion for further conversations.
The thesis treats the material thus provided as reflecting and constructing a
particular knowledge and understanding of the world; it makes no judgements about
its ontological status or its epistemological foundations, but takes it at face value as
an account of the world as the Elders encounter it. In analysing the material, the
thesis identifies several key dimensions of their understandings of relations between
community and school, and explores emergent themes within each of these dimensions, with a view to recognising both the commonalities and multiplicities of
views across interviews. In doing so, the thesis seeks to represent the Elders’ views
as fully as possible and to give pride of place to their understandings.
The Elders perceive that the secular past affects the present and that the
sacred past is permanently present. In describing and accounting for the present
and in constructing a proper future, they recurrently draw on the past. They
construct the present and accounts of what should be, on the basis of both the
eternal spiritual Law and the secular past. The secular past they recount is full of
racism, inequality, loss and oppression. The normative present and future are
fundamentally grounded in traditional Law: all relationships should be based on
Law. The Elders are disappointed that the young people in the community do not
know their relationship categories according traditional Law and that the
community is characterised by disorder, collectively and individually. They
attribute this disordered present to colonialism, past and present.
The Elders want better relations with school staff, but they see the teachers
standing outside the structure of kin relations and as ‘standoffish’ and selfsegregating.
The Elders believe the teachers should be open, personally, and
available to be incorporated by the community into its kin-based social structure.
The Elders consider that the school gives them no voice in curriculum and
pedagogy. They insist that they should be heard on such matters. They perceive the
teachers as having a coercive pedagogy, and see their interest in the children as
confined to the school. They insist that pedagogy ought to be caring and inclusive,
that teachers should recognise, and extend their interest to, the wider context of
students’ lives, and that their pedagogy should reflect this. The Elders see the
curriculum as a bastardised version of a mainstream, urban curriculum. The Elders
insist that the curriculum should provide significant space for themselves to teach
Law and culture and to able to educate the young people in traditional ways.
Equally, they insist that the Western component of the curriculum should be of the
highest standard, by mainstream, urban criteria.
This study shows that the Elders have severe misgivings about both the
prevailing relations and the contribution of the school to what they insistently refer to
as their tribal community. It argues that the fact that the school appears this way to the
Elders, as the senior figures of the community, is itself a problem, and that in so far as
their views might be more widely shared, the problem is even more critical.
45
Bond, Hilary. "'We're the mob you should be listening to' : Aboriginal elders talk about community-school relationships on Mornington Island /." 2004. http://eprints.jcu.edu.au/971/1/01front.pdf.
Full textAbstract:
The thesis explores the relationships the Elders of Mornington Island, a ‘closed’, geographically-remote Aboriginal community, perceive as prevailing between the school and the community, and the relationships that they believe should exist between the community and the local school and its teachers. The Elders, or Lawmen, a body of Aboriginal senior men, see themselves as the repositories and teachers of tribal Aboriginal Law that has been handed down from their Creation Ancestors for thousands of years and is still being handed down. The thesis documents and explores their accounts of the relationships they have had with non-Aboriginal people in the past and, in particular, the relationships they prefer to have with the teachers and school respectively. This thesis does not explore the perspectives or cultural narratives of the schoolteachers or administrators. The thesis draws on critical theory, seeing both the wider society and the local society of Mornington Island as dynamic structures in which some sectors of society, in this case Aboriginal people, are oppressed, with dire consequences in many aspects of their individual and collective lives. It also draws on critical theory in adopting an ethical position of solidarity with, and compassion for, those whose lives are thus impaired. It shares with the Elders this sense that Aboriginal people have been, and continue to be oppressed, and explores individual and institutional dimensions of race relations, manifested in ideology, physical coercion, personal attitude and interpersonal relations. The main body of data comprises an extended series of open-ended conversational interviews with twenty-five Lawmen and eleven other senior Mornington Islanders. Initially conversations were tape-recorded, but at the request of participants, this practice was abandoned in favour of handwritten notes of interviews. All records of interviews were returned to the respective contributors (and read to them, where appropriate or necessary) for approval or amendment. In practice, these readings became the stimulus and occasion for further conversations. The thesis treats the material thus provided as reflecting and constructing a particular knowledge and understanding of the world; it makes no judgements about its ontological status or its epistemological foundations, but takes it at face value as an account of the world as the Elders encounter it. In analysing the material, the thesis identifies several key dimensions of their understandings of relations between community and school, and explores emergent themes within each of these dimensions, with a view to recognising both the commonalities and multiplicities of views across interviews. In doing so, the thesis seeks to represent the Elders’ views as fully as possible and to give pride of place to their understandings. The Elders perceive that the secular past affects the present and that the sacred past is permanently present. In describing and accounting for the present and in constructing a proper future, they recurrently draw on the past. They construct the present and accounts of what should be, on the basis of both the eternal spiritual Law and the secular past. The secular past they recount is full of racism, inequality, loss and oppression. The normative present and future are fundamentally grounded in traditional Law: all relationships should be based on Law. The Elders are disappointed that the young people in the community do not know their relationship categories according traditional Law and that the community is characterised by disorder, collectively and individually. They attribute this disordered present to colonialism, past and present. The Elders want better relations with school staff, but they see the teachers standing outside the structure of kin relations and as ‘standoffish’ and selfsegregating. The Elders believe the teachers should be open, personally, and available to be incorporated by the community into its kin-based social structure. The Elders consider that the school gives them no voice in curriculum and pedagogy. They insist that they should be heard on such matters. They perceive the teachers as having a coercive pedagogy, and see their interest in the children as confined to the school. They insist that pedagogy ought to be caring and inclusive, that teachers should recognise, and extend their interest to, the wider context of students’ lives, and that their pedagogy should reflect this. The Elders see the curriculum as a bastardised version of a mainstream, urban curriculum. The Elders insist that the curriculum should provide significant space for themselves to teach Law and culture and to able to educate the young people in traditional ways. Equally, they insist that the Western component of the curriculum should be of the highest standard, by mainstream, urban criteria. This study shows that the Elders have severe misgivings about both the prevailing relations and the contribution of the school to what they insistently refer to as their tribal community. It argues that the fact that the school appears this way to the Elders, as the senior figures of the community, is itself a problem, and that in so far as their views might be more widely shared, the problem is even more critical.
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Sitchon, Myra. "Renewing relationships at the centre: generating a postcolonial understanding of Asiniskow Ithiniwak (Rocky Cree) heritage." 2013. http://hdl.handle.net/1993/22081.
Full textAbstract:
For the Asiniskow Ithiniwak (Rocky Cree), the Missinipi (Churchill River) holds many traditional resource areas and cultural landscapes with oral histories that transfer knowledge through the generations (Linklater 1994; Castel and Westfall 2001; Brightman 1993). In recent decades, hydroelectric development in north central Manitoba has impacted Cree livelihood by altering resource use, limiting access to significant cultural landscapes and accelerating the erosion of campsites and ancestral burials into the water. Even with existing provincial heritage legislation, some of these heritage resources remain threatened by land-based developments because of the limitations related to their identification, documentation and presentation in the cultural resource management field. The tendency to focus on physical manifestations of heritage such as archaeological sites, heritage objects and built heritage overlooks other resources of heritage such as places known in the local language. I argue that these biases result from cultural divergences that exist in the understanding and definitions of heritage, particularly Indigenous heritage.
In this dissertation, I articulate how underlying theoretical assumptions of reality influences our understandings of heritage. I present a postcolonial understanding of heritage as interpreted from the perspective of the Asiniskow Ithiniwak using an Indigenous research paradigm, methodologies and the nīhithow language, in conjunction with knowledge based on Western intellectual traditions. The use of a bicultural research model led to new ways in identifying heritage resources important to the Asiniskow Ithiniwak and meaningful interpretations of archaeological materials based on legal traditions. Further, this case study demonstrates that there is no singular or universal definition of heritage for Indigenous peoples.
For successful heritage resources protection, I illustrate that understandings of heritage need to be contextualized locally through a community’s language, culture, customary laws and local landscape. This view, promoted by UNESCO, emphasizes that the values and practices of local communities, together with traditional management systems, must be fully understood, respected, encouraged and accommodated in management plans if their heritage resources are to be sustained in the future (Logan 2008; UNESCO 2004). This outcome demonstrates the need to reexamine the practices, policies, legislation and procedures concerned with Indigenous knowledge in cultural and natural resources management in Canada.
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Lin, Meng-Ying, and 林孟瑩. "The Relationship between Gender Value and Attitudes toward Homosexuality of The Han and Non-Patriarchal Society Aboriginal Senior High School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65344764524267494058.
Full textAbstract:
碩士國立暨南國際大學
輔導與諮商研究所
103
This study explored how the idea of gender value and attitudes toward homosexuality to senior high school students from the Han and non-patriarchal aboriginal society are. A case study in two groups: A-mis and Paiwan. The valid sample in the research included 12 aboriginal focus schools from Hualien and Pingtung. There were 829 valid questionnaires which included 253 aboriginal senior high school students and 444 Han senior high school students. 697 study samples in total. The data was analyzed by descriptive statistics, t-test,one-way ANOVA and Pearson correlation. The research's findings are as follows: 1. By gender value and attitudes toward homosexuality, there were significant diversities of different gender, grades, and getting alone with or without homosexuality friends to senior high school students from the Han from different backgrounds. 2. To senior high school students from non-patriarchal aboriginal society from different backgrounds, there were significant diversities of different gender and getting alone with or without homosexuality friends by gender value. There were significant diversities of different gender, grades, sex orientation, religions and getting alone with or without homosexuality friends by attitudes toward homosexuality. 3. To senior high school students from the Han and non-patriarchal aboriginal society revealed that a mid-to-high concept for equal gender value. Besides, Paiwan students got higher concept in social participation than the Han students. 4. To senior high school students from the Han and non-patriarchal aboriginal society hold a mid-to-positive concept of attitudes toward homosexuality. But they all got insufficient information about homosexuality. However, by knowledge of homosexuality, non-patriarchal aboriginal society was obviously higher than the Han students. By conflict of homosexuality, Paiwan were significant higher than A-mis students. By resenting homosexuality and supporting internalized homosexuality, Paiwan were significant higher than the Han students. 5. The entire gender value and attitudes toward homosexuality was moderate-positive correlation to senior high school students from the Han and non-patriarchal aboriginal society. Each part of gender and attitudes toward homosexuality value was low or moderate-positive correlation.
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chyi, chang pei, and 張佩琪. "A Study of the Genetic Relationships Among Aboriginal Populations in Taiwan ：Comparison of Pseudogene Sequences on Autosomal Chormorsome." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/63896970494245375563.
Full textAbstract:
碩士慈濟大學
人類遺傳學研究所
92
Abstract Anthropologists in the world are always interested in the origin of the human populations. Over the past decades, anthropologists in Taiwan had not stopped studying the origin of Taiwan aborigines. Many papers reported that Taiwan aborigines have a close relationship with Austronesians, and probably is a lineage of Austronesians. However, results from the studies of archeology, ethnology, linguistics, and genetics seem controversial and inconsistent. Therefore, finding some good genetic markers to elucidate the relationships among the Taiwan aboriginal populations becomes an important issue. In this study, we used a processed pseudogene fragment ΨGRK6 to resolve the phylogenetic relationships among Taiwan aboriginal populations. Samples were collected from healthy men and women of Han Chinese and nine tribes of aborigines. We used polymerase chain reaction, cloning and sequencing techniques to obtain the DNA sequences of ΨGRK6, which located at Chromosome 5. Furthermore, we analyzed the sequence data. Our results showed that there were 5 point mutations located inside the ΨGRK6 fragment. These 5 point mutations could be divided into 9 groups of genotype. Among these 9 groups, the genotype 15 and genotype 18 consist about 80% to 100% of the total genotypes in different tribes. Besides, some of the unique haplotypes are only present in Han Chinese, while others only exist in Taiwan aborigines. Based on these results, we could easily clarify the relationship between Han Chinese and Taiwan aborigines. The results were highly consistent with the HLA analysis that reported previously. Therefore, the pseudogene fragment ΨGRK6 seems to be a useful and powerful marker to elucidate the dispersion of human populations.
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Aman, Cheryl Lynn. "Exploring the influence of school and community relationships on the performance of aboriginal students in British Columbia public schools." Thesis, 2006. http://hdl.handle.net/2429/18522.
Full textAbstract:
The objective of the research was to determine how the dynamics of school and community
context interact with school completion of Aboriginal students in the province of British Columbia,
Canada. A large-scale exploratory analysis of secondary data was conducted. Data were derived
from approximately 1.5 million school records of students enrolled in all public schools province-wide over thirteen years of time. The variability of school completion of Aboriginal students across time and across schools was a central research interest. Findings are presented at both the student and the school-level. On-Reserve Status Indian students and highly mobile Aboriginal students emerged as subpopulations of Aboriginal students with significantly low school-completion rates. A
hierarchical linear model (HLM) of interactions of Band status, student migration, socioeconomic
factors and non-Aboriginal graduation rates with school completion rates of Aboriginal students is
presented. Implications are discussed in terms of education policy at the school, school district and provincial level. As well, issues associated with collecting, interpreting and reporting data pertaining to Aboriginal school outcomes are discussed.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Hsiao, Na-Chu, and 蕭娜足. "Relationships Among Health Status, Aging Attitude, And Quality of Life For The Aboriginal Tribe Elderly In Hsin-chu County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/07994351052930254312.
Full textAbstract:
碩士國立臺北護理健康大學
護理研究所
102
Aboriginal people are at a disadvantage situation in many ways as comparing to people from mainstream culture. Most of them have poorer living conditions, long-term red light in health, and resulting in reduced quality of life. While quality of life is not only a 21st century health care pole also an important aims for public health and social policy which is goal to pursuit. There are many studies on life quality related issue for elderly from different ethnic groups, but few literature review on how Aboriginal elder peoples face aging problem and what is their life quality. The purpose of this study was to know the health condition, attitude to aging process, life quality, associations, and the risk factor on inducing poor life quality from the Momoyama tribal Aboriginal people. The study design was descriptive data, cross sectional study. We collected data by interviewing available elders from tribe. Totally 200 old man is our valid samples; covering rate is 31% from all tribes. Study results showed the mean of life quality is 3.37, SD is 0.56; satisfaction with the life quality is in the upper middle grade. When we use hierarchical regression to analyze how age, educational level, living state, self-perceived QOL degree, daily activities, and the attitude to aging predict the life quality of elder on the tribe. 61% variation of QOL was explained by the linear model. Among them, positive attitude to aging process considered a protective factor; more positive attitude toward aging the more satisfied on life quality. But for those tribe elderly being "illiteracy" and "living alone", their life quality satisfaction degree is lower and attitude toward aging process is negative. Through this study results, we have provided information to the health professionals whose are working in the tribe to understand that the life quality of elders would be influenced by elder own attitude toward aging. This study recommends except emphasize disease prevention, screening, and diagnosis for these old Aboriginal peoples; also pay attention to those elders as “living alone, lower education, lower income"and with “more number of disease”. We need to encourage the old people with positive attitude toward aging process then enhance their quality of life.