Dissertations / Theses on the topic 'Aboriginal and Torres Strait Islander secondary education'
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1
Jones, Patricia Y. "An exploration of Aboriginal and Torres Strait Islander students' experience of education: a case study of a Catholic secondary school." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/ecc5499417a1b84be8973e64eb8c92b71f91a037af6620a1daf0d0685ab036b9/2957253/JONES_2018_An_exploration_of_Aboriginal_and_Torres.pdf.
Full textAbstract:
The research problem underlying this study concerns the potential of a mainstream secondary school to offer an inclusive and equitable experience of education for Aboriginal and Torres Strait Islander (Indigenous) students. The research explores how Indigenous students experience education at St Mary’s Catholic College, Cairns.
Three specific research questions frame the organisation of this study: - How do Indigenous students experience teaching and learning at St Mary’s?
- How do Indigenous parents experience the education of their children at St Mary’s?
- How do Indigenous students and their parents experience the implementation of inclusivity policies at St Mary’s?
This study adopts an interpretivist paradigm that is underpinned by constructionist epistemology. Data are analysed from the theoretical standpoint of symbolic interactionism. A case study methodology organises the choice of data-gathering strategies. These are document analysis, focus group interviews and in-depth, individual interviews. This study’s participants are purposively selected from four stakeholder groups: Indigenous students, Indigenous parents, Indigenous support staff and non-Indigenous teachers. In total, 54 stakeholders were participants.
The research generates seven conclusions that add to new knowledge, practice and policy concerning how Indigenous students experience education at St Mary’s.
First, St Mary’s Indigenous students consider their identification as Indigenous to be irrelevant to their engagement in the learning process or to their achievement of learning outcomes. Further, they argue that a serious focus on school academic work is not inconsistent with honouring Indigenous culture and values.
Second, St Mary’s Indigenous students consider teachers’ non-Indigenous backgrounds to be no disadvantage to their learning. Instead, Indigenous students value the presence of differing cultural identities in the classroom for what they contribute to the learning experience. Similarly, Indigenous parents consider a paucity in the number of Indigenous teachers at St Mary’s will not negatively influence their children’s academic outcomes. Instead, they believe interactions with non-Indigenous teachers to be beneficial learning experiences for their children.
Third, Indigenous parents believe that their decision to enrol their children at St Mary’s is a way of ensuring their positive futures. This decision may incur criticism that is supposedly justified by cultural identification values, from extended family members. St Mary’s Indigenous parents consider the defining and dividing of closely related people in order to maintain boundaries of inclusion and exclusion to be harmful for and divisive of Indigenous people.
Fourth, Indigenous families consider St Mary’s to be an authentic, supportive and engaging place for all school community members. Parents noted that the school’s respect of Indigenous peoples and cultures reflected a fundamental characteristic of Catholic education. They value the policies and practices of inclusive education that honour their cultural identities and enable them to experience belonging to an authentic community.
Fifth, Indigenous students consider it more educationally advantageous that teachers identify and address their individual learning needs rather than employ specific pedagogies considered to be preferred by Indigenous students in general. They are appreciative of reflective educators who adopt a variety of pedagogies in order to communicate authentically with all students.
Sixth, ongoing professional development that challenges teachers to become knowledgeable about the different ways of learning that are equally legitimate and appropriate in diverse teaching contexts is needed at St Mary’s. This professional development would encourage teachers to employ a wide range of pedagogies that ensures quality relationships and communication with Indigenous students.
Seventh, St Mary’s Indigenous support staff form an essential relationship between Indigenous students and their families, non-Indigenous teachers and the College leadership. This relationship allows for a better understanding of cultural differences that encourages positive learning outcomes for all students. Non-Indigenous teachers’ valuing of Indigenous aides and elders as co-educators in the classroom is essential for the successful implementation of inclusive education policies.
2
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.
Full textAbstract:
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)
3
Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education." Thesis, View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/445.
Full textAbstract:
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 setting
4
Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030725.103057/index.html.
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5
Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.
Full textAbstract:
This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.
6
Miller, Melinda G. "Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60905/5/60905.pdf.
Full textAbstract:
This thesis focuses on non-Indigenous educators’ work around embedding Indigenous perspectives in early childhood education curricula. In place of reporting examples of ‘good’ educational practice, the study questions how whiteness and racism continue to operate in diversity work that is seen to be productive and inclusive. The thesis argues for a more comprehensive framework for embedding Indigenous perspectives in before-school contexts to support educators’ efforts. New strategies for professional development are also suggested to support changes in disciplinary knowledge and pedagogy.
7
Plater, Suzanne. "The Big Slap: Mature-age Aboriginal and Torres Strait Islander university graduates and the myth of meritocracy." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/25104.
Full textAbstract:
The Big Slap is a decolonised constructivist grounded theory study that explains the meaning of university education to mature-age Aboriginal and Torres Strait Islander university graduates in the context of age, life-stage, history, culture, socioeconomic status, race and place. It situates these meanings within the larger social structures that shaped the graduates’ lives and pays particular but not exclusive attention to the experiences of mature-age Aboriginal and Torres Strait Islander university graduates who lived and worked in remote regions of Australia.
This study was developed in response to the identification of a defeatist discourse in the peer-reviewed and grey literature around the potential societal worth of mature-age Aboriginal and Torres Strait Islander university students. We noted an especially negative representation in the grey literature around the aspirations, capabilities and potential of Aboriginal and Torres Strait Islander students from remote regions. This discourse was starkly at odds with the positive representations of younger Aboriginal and Torres Strait Islander university students from regional and urban areas, and mature-age university students in general. It also conflicted with my experiential knowledge of the characteristics and contributions of mature-age Aboriginal and Torres Strait Islander university graduates, many of whom lived and worked in remote regions.
The findings of this study provide a far more nuanced appraisal of the potential and actual societal worth of mature-age Aboriginal and Torres Strait Islander university students and graduates. They also challenge the ideological construct of Australia as a ‘post-racial’ society. These findings produced The Big Slap substantive grounded theory, which explains the relationship between two dynamic, interrelated and antithetical forces: the transformative potential of university education for mature-age Aboriginal and Torres Strait Islander graduates, and the ways in which structural racism in the graduates’ workplaces and communities acted to suppress that potential while protecting white innocence and preserving white power and privilege.
The realisation that the meritocratic ideal promised by university education was largely a myth destabilised the graduates’ critical hope and disrupted their optimistic orientation toward a changed future. Nonetheless, the graduates demonstrated a determined resistance to the oppressive project of structural racism. They retained their transformative potential and remained committed to deploying it to the extent possible in the service of family and community wellbeing.
The Big Slap offers a unique contribution to the fields of Aboriginal and Torres Strait Islander university education, graduate employment outcomes, and associated workplace organisational behaviour. It disrupts the defeatism in the literature around the potential societal worth of mature-age Aboriginal and Torres Strait Islander university students, including those who live and work in remote regions of Australia. It also exposes the presence and effects of structural racism in the graduates’ workplaces and explains its relationship to pervasive and persistent global ideologies of racial superiority and inferiority. Finally, The Big Slap challenges the Australian government and non-government sectors to enact structural change that genuinely and respectfully accommodates mature-age Aboriginal and Torres Strait Islander university students’ and graduates’ aspirations and capabilities, and potential and actual contributions to society.
8
Miller, Gregory P., and n/a. "Teacher education programs, at James Cook University of North Queensland, for Aboriginal and Torres Strait Islander students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061110.103136.
Full textAbstract:
In this thesis I propose to address what are, in my
view, significant educational problems: how to tease out
and analyse those principles, concerning equity and social
justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles,
issues and considerations which have to be faced when
designing such a program as the Diploma of Teaching (Early
Childhood Education) for Aboriginal and Torres Strait
Islander students at James Cook University. The issues I
will address are these:
(a) The extent to which the notion of equality of
educational opportunity is being addressed in the
provision of teacher-education programs in
Queensland in general, and James Cook University in
particular; (chapter 1).
(b) Ways in which the Diploma of Teaching (Early
Childhood Education) p r o g r am aims to produce
teachers able to act as agents of bi-cultural
transmission; (chapters 2 and 3).
(c) The value, usefulness and desirability of James
Cook University setting up a teacher-education
program specifically for Aboriginal and Torres
Strait Islander students from geographically remote
communities, thus increasing the participation
rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5).
This process of analysis has led me to structure the
thesis around three dimensions:
(i) The historical context of the program;
(ii) The program as one response to the problems
faced by educational institutions in meeting
the educational needs of Aboriginal people;
(iii) A basis for the next phase in the development
of new programs of teacher - education for
indigenous students living in remote
communities.
This is a qualitative research project, based on my
interpretation of available documentation, my use of
relevant literature, and my own involvement as planner of,
and teacher in the program. It is not a quantitative
research project. The structure of the thesis has, as its
introduction, an analysis of the extremely complex situation
which exists at James Cook University. This analysis leads
to a search for a set of principles to provide the
theoretical underpinning of the program, which in turn leads
through a combination of theory and practice to the "praxis"
of the program as a model of equity and educational practice
in teacher-education. The thesis is concluded by the
presentation of the current stage in the development of a
program for teacher-education students in remote
communi ties.
The conceptual framework for my thesis has been
developed through my determination to increase my
understanding of the complexities of developing teacher-education
programs for indigenous students at James Cook
University. The thesis is developed through case study
techniques including: personal observation and recording of
my work as Program Planner; a situational analysis of the
historical background, leading up to the development of the
Diploma of Teaching (Early Childhood Education) ; a
discussion of the stages through which the development team
proceeded with intentionality and empathy towards its task
of constructing a specific program of teacher-education; and
my use of existing literature to comprehend the educational
and social problems which the program attemted to
alleviate.
Throughout my thesis the specificity of the "case", and
the eclectic position I have adopted, have acted as
boundaries of my conceptual framework. My thesis attempts
to show that the "case" of the development of teacher-education
programs for Aboriginal and Torres Strait Islander
students at James Cook University, although an idiosyncratic
instance , is valuable as illumination , if not for
generalisation, and thus has a credibility and usefulness.
The characteristics of the case-study method are
frequently more appropriate to expansion is than
reductionist activities, and I have tried to show how the
different perspectives of Aboriginal and non-Aboriginal
people, together with the beliefs, attitudes and values of
such different interest-groups as university academics,
Commonwealth and State Education Department bureaucrats, and
teachers and parents in schools, have emphasised both the
importance of questioning assumptions and the importance of
critical, experiential understanding.
9
Hughes, Bridget Y. "Collective impact: Closing the gap in educational outcomes for Aboriginal and Torres Strait Islander peoples in Queensland." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230011/1/Bridget_Hughes_Thesis.pdf.
Full textAbstract:
This thesis examined the educational outcomes for Indigenous children enrolled in Queensland state (public) primary schools from the perspective of the collective and social impact of programs and services. The study used quantifiable data to show that the gap is not closing, regardless of an improvement in attendance, along with literacy and numeracy achievement levels, in certain regions of Queensland.
10
Shay, Marnee. "Counter stories: Developing Indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107925/4/Marnee_Shay_Thesis.pdf.
Full textAbstract:
The focus of this study was to centre the voices and experiences of Aboriginal and Torres Strait Islander peoples in flexi school context. The voices prominent in this study are Aboriginal and Torres Strait Islander educative staff in flexi schools and my voice, as an Aboriginal researcher. Flexi schools are engaging with high numbers of Indigenous people, yet this context of schooling is relatively absent from the broader Indigenous education discourse. This qualitative study explores the experiences of Indigenous staff in flexi schools in Queensland, Victoria and Western Australia. Using autoethnography, I documented my experiences as an Aboriginal education researcher using yarning methodology in institutionalised education settings to consider new uses of Indigenist methodology and identify practical implications for Indigenous researchers using Indigenous ways of being, knowing and doing in settings that have historically perpetuated exclusion, imperialism and racism.
11
Fienberg, Thomas Bennett. "Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20791.
Full textAbstract:
As music education in Australia progresses towards a National Curriculum, questions of how best to teach the music of the country’s Aboriginal and Torres Strait Islander peoples are paramount. Inspired by collaborative projects between Aboriginal and Torres Strait Islander and non-Indigenous musicians at the national professional level, the detailed ethnographic study set out in this thesis examines the workings of the researcher’s own 2013-14 Senior Secondary Music Class from an urban Sydney school as it became immersed in the study of Aboriginal and Torres Strait Islander music. Student’s reflections and attitudes towards Aboriginal and Torres Strait Islander music are noted, discussed and analysed with reference to their previous learning experiences. The focus then shifts to a project run in the Blue Mountains west of Sydney that culminated in the collaborative reworking of two songs that had been shared with the class by Ngiyampaa composer and dancer, Peter Williams. The students’ experiential and attitudinal shifts are analysed in detail, from the moment they heard, transcribed and learnt the songs, through experimentation with their own interpretations, and ultimately, collaboration with the songs’ owner as we rehearsed and performed them together then recorded and reflected upon the results. Data for the study consisted of extensive video footage and observations of teaching, learning and practising, audio recorded ethnographic interviews (including with three teacher colleagues who attended the camp), participants’ written reflections and the researcher’s field notes. Beyond describing the musical interactions—a process of collaborative engagement understood as co-composition—this thesis endeavours to convey the crucial importance of establishing and developing relationships with members of one’s local community in the process of teaching and learning from and through Aboriginal and Torres Strait Islander music.
12
Joliffe, Edward Keith, and n/a. "Developing a multiple discourse model of analysis through an evaluation of the National Aboriginal and Torres Strait Islander Education Policy." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060802.170810.
Full textAbstract:
The overarching research problem for this study was the need to improve
upon rational models of policy analysis and delivery, to suit complex postmodern
implementation environments. A theoretical model suited to implementing and
evaluating major education reform initiatives was devised. Called the 'Multiple Discourse Model', it was grounded in systems theory, containing elements
reminiscent of social systems, organisational and structural functionalist research,
especially that of Hoy and Miskel (1982)1. However the model was also designed
to incorporate a parallel naturalistic analysis reminiscent of postmodern critical
pragmatic approaches, such as those explored by Cherryholmes (1994)2. Over a
period of five years, this model was developed through an evaluation of the
implementation of the National Aboriginal and Torres Strait Islander Education Policy (AEP) in the Australian Capital Territory government secondary schools
sector.
The distinguishing feature of the study's methodology was its multiperspective
analysis, an approach suggested by Mclaughlin (1987)3 to take account
of the differing communities of discourse which exist in a reformist policy
implementation environment.
To operationalise the research problem, dimensions of policy effectiveness
were articulated. These were addressed through a comprehensive set of research
indicators, extracted from the AEP's national policy goals and the local strategic and
operational plans. Data aimed at judging the effectiveness of implementation were
collected from multiple sources using multiple research instruments. These data
were analysed in three stages using a purpose-designed computer program which
could cross-reference between the four interacting dimensions of research
indicators, research instruments, data sources, and potential variables modifying
policy/program outcomes.
It was found that this model produced clear conclusions about the
effectiveness of AEP implementation in the delimited sector, within the framework
of the AEP's own policy assumptions. The model also provided insights into critical
issues which are generalisable to the national context, such as the power of cultural
hegemony and the socio-political predicament of Aboriginal and Torres Strait
Islander dispossession. As a methodology, the model was found to have a number
of technical advantages, including its capacity for focussing on selected areas of the
implementation environment, its provision of access to multiple levels of detail
amongst data and its possession of mechanisms for monitoring its own internal
validity.
The evaluation case study, used as the vehicle for the Multiple Discourse
Model's development, demonstrated that best-practice administration was in place
which enhanced short and medium-term policy/program outcomes. However, the
study's findings also suggested that a fundamental disjuncture existed between the
AEP's policy/administration paradigm and the conflicting assumptions of the primary
target communities, reinforcing the findings of Sykes (1986)4. The research results
suggested that despite measurable successful inputs, the planned long-term
outcomes of the AEP will not necessarily be achieved. No significant administrative
structures or actions were apparent which could resolve this lack of synchrony at the
interface between government delivery systems and 'grass roots' Aboriginal and
Torres Strait Islander community values. This raised doubts about whether any
systems approach, however well refined, could be socially useful not only for
evaluation, but also as a basis for reform policy and public administration in a
postmodern pluralist democratic setting. The evaluation was therefore used as a
locus for theoretical reflection as well.
A new policy paradigm is suggested, based on a power-sharing 'theory of
community', more in keeping with Aboriginal and Torres Strait Islander peoples'
aspirations for self determination and more likely to alleviate the so far unresolved
destructive effects of cultural and political dispossession.
13
Shay, Marnee. "Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education." Thesis, University of the Sunshine Coast, 2013. https://eprints.qut.edu.au/71023/1/71023_SHAY_Thesis_final.pdf.
Full textAbstract:
Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on alternative schools in Australia has not identified how many Indigenous young people are engaged with alternative schools and how alternative schools are supporting Indigenous young people to remain engaged in education. It is well documented that Aboriginal and Torres Strait Islander people experience significant disadvantage including poorer educational outcomes than their non-Indigenous peers. This study seeks to contribute to improving educational outcomes for Aboriginal and Torres Strait Islander young people through exploring Aboriginal and Torres Strait Islander interactions with alternative schools in Queensland and investigating the practices of alternative school leaders in terms of how they are supporting Indigenous young people to remain engaged in education.
Critical race theory informed the development of this study. An Aboriginal researcher sought to shift the focus of this study away from Indigenous young people to Principals; to explore their perspective of their own knowledge and practices in supporting Aboriginal and Torres Strait Islander young people at their school. Using survey methodology, a web-based questionnaire was developed to survey Principals’ providing data on alternative schools in Queensland including the demographics of the alternative school; self-reported knowledge of Indigenous cultures and communities and practices that support Aboriginal and Torres Strait Islander young people at their alternative school.
There are nine key findings that emerged through the analysis of this study: key finding one is the high percentage of Aboriginal and Torres Strait Islander young people enrolled in schools surveyed; key finding two is there is a high percentage of Aboriginal and Torres Strait Islander staff employed in the schools; key finding three is the majority of the schools are located in low socio-economic areas; key finding four is the strong willingness of Principals’ in this study to engage in self-directed learning in relation to Aboriginal and Torres Strait Islander cultures; key finding five is the limited demonstration of understandings of Aboriginal and Torres Strait Islander cultures and communities; key finding six is the most prevalent practice of Principals’ in this study is the celebration of cultural events and cultural activities; key finding seven is the limited Principal engagement with Aboriginal and Torres Strait Islander young people, their families and the local community; key finding eight is the practice of alternative schools provides limited support and nurturing of Aboriginal and Torres Strait Islander young person’s cultural identity and key finding nine is that Principals’ are relying heavily on informal discussions with staff to know what their staff’s knowledge and skills are in relation to supporting Aboriginal and Torres Strait Islander young people.
There are multiple implications that have arisen from this study. The data demonstrated high numbers of Aboriginal and Torre Strait Islander students and staff. The data also revealed that Principal’s demonstration of knowledge in relation to Indigenous cultures and communities was limited, as well as limited Principal engagement with Indigenous young peoples, families and communities. Therefore a major practical implication of this study is the urgent need for quality cultural learning opportunities for leaders of alternative schools to improve practices. Additionally, the implications of this study support an urgent need for further research on the role alternative schools are playing in supporting Indigenous young people to remain engaged in education.
14
Schiavon, Sara <1994>. "Aboriginal and Torres Strait Islander Languages Education in Australia. The importance and limits of teaching Australian Indigenous languages in schools." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18689.
Full textAbstract:
Questa tesi tratta l’importanza e i limiti dell’educazione delle lingue Aborigene e dello Stretto di Torres nelle scuole in Australia. Le lingue Indigene in Australia hanno una storia difficile, fatta di privazioni che ne misero in pericolo la sopravvivenza. Negli scorsi decenni le lingue Aborigene sono state messe in risalto, in modo da salvarle dalla loro estinzione. Diversi programmi incoraggiano il loro insegnamento nelle scuole, tuttavia non c’è ancora una politica che lo regoli a livello nazionale. La prima parte della tesi si focalizza sulla condizione delle lingue Aborigene in Australia e sulla loro storia recente, così come sulle politiche e tattiche pedagogiche efficaci. Nella seconda parte, la ricerca si focalizza su due interviste con due insegnanti coinvolti nell’insegnamento delle lingue Aborigene, L’obiettivo è di portare alla luce l’importanza dell’introduzione delle lingue Indigene a scuola, e i limiti che le esperienze denotano. Le interviste sono state analizzate e confrontate in modo da evidenziare i diversi aspetti delle due esperienze. Entrambi gli intervistati valutano positivamente gli effetti che l’introduzione delle lingue Aborigene nelle scuole ha sugli studenti e le comunità. Tuttavia gli ostacoli non mancano e riguardano maggiormente la motivazione, la mancanza di politiche adeguate e la formazione degli insegnanti. Inoltre, entrambi concordano sulla necessità di una maggiore regolazione dell’insegnamento delle lingue Aborigene nelle scuole, cominciando dalle politiche, che faciliterebbero gli insegnanti e le comunità a creare programmi linguistici più efficaci.
15
Burgess, Andre, and n/a. "Information needs of the staff delivering higher education and TAFE courses to 'remote' Aboriginal and Torres Strait Islander students or Northern Australia." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20060622.103743.
Full textAbstract:
The present study focussed on the information needs of the academic staff of
Batchelor College.* It examined their access to and the provision of adequate and
appropriate resources for the implementation of the Diploma and Associate Diploma
level courses offered through the College. Batchelor College, an institute of tertiary
education, is situated 100 kilometres south of Darwin, Northern Territory,
Australia.
The content and the modes of delivery of Batchelor College courses are specifically
designed to be culturally and socially appropriate to Aboriginal people, particularly
those from traditionally oriented and 'remote' communities. It can only be within
this framework that informed and sensitive research can be conducted.
The main purpose of the current study was to investigate the information needs of
staff delivering higher education courses to 'remote' Aboriginal students of
Northern Australia. Six distinct areas of study emerged: 1, to identify the
information needs; 2, to analyse the information-seeking behaviour; 3, to assess the
level of satisfaction with current information sources; 4, to identify inadequacies in
the existing information seeking processes; 5, to identify constraints experienced;
and 6, to explore how future information needs may be catered for.
A mailed survey instrument was specifically designed and implemented, and it
attracted a response rate of eighty-seven percent. The population under
investigation was the academic staff of Batchelor College, and the variables of: 1,
location; 2, sex; 3, academic school; 4, designation; 5, tenure; 6, length of service;
and 7, educational background were studied in relation to the questions asked.
Results of the survey were analysed using 'Mystat: Statistical Applications',
(1990). Frequency distributions were computed to determine the number of
respondents who selected each option. A number of questions that elicited a
written response were analysed, as were the many extra comments staff members
made throughout the survey.
The study found that the academic staff of Batchelor College are most affected by
the location variable. It appears that how staff members use, regard and value the
information sources used to inform their academic practice is affected by where a
staff member is located. That is, the more isolated a staff member was, both
geographically and professionally, the more significant were the findings of use of
information sources.
The study concludes with considerations of future planning strategies that could
improve the access to and use of information. The study also identifies areas for
further research. * Batchelor College, an institute of tertiary education, is situated 100 kilometres south of Darwin,
Northern Territory, Australia (see Appendix 3).
16
Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.
Full textAbstract:
This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.
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Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.
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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.
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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. 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=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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Walker, Roz. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University." Thesis, Click here for electronic access, 2004. http://handle.uws.edu.au:8081/1959.7/678.
Full textAbstract:
This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.
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(9783197), Amelia Britton. "Listening at the cultural interface: A co-produced story of a learner-centred alternate model of education for remote Aboriginal adolescents." Thesis, 2022. https://figshare.com/articles/thesis/Listening_at_the_cultural_interface_A_co-produced_story_of_a_learner-centred_alternate_model_of_education_for_remote_Aboriginal_adolescents/21358290.
Full textAbstract:
Secondary education in remote Aboriginal communities is complex and multifaceted. Families and youth in communities sit at the interface between two cultures, navigating daily life and education in ways that are largely provided through a “one-size-fits-all approach”. Government policies for secondary education and learning are enacted through a standardised pedagogy, national curriculum and a boarding school pathway that, in its current form, does not work for all adolescents. For remote Aboriginal young people, the educational experience is more complex than just being present in a classroom. An Aboriginal worldview is holistic, meaning all facets of life are intertwined and engage with one another. The place and context, the land, the people, the interests of youth, the past and the future all intersect to make meaning in the present. This difference in worldviews must be considered when designing educational opportunities for youth in remote Aboriginal communities. Education is influenced by society and this thesis reminds us that education is reflected by how we interact at the cultural interface.
This thesis was a collaborative co-produced study with the people from Pormpuraaw and Kowanyama. The thesis is situated at the cultural interface where together we sought to understand the educational needs of families and youth in these two Aboriginal communities on Cape York Peninsula. We sought to answer the question: “what learner-centred alternate model of education could meet the unique developmental needs of remote Indigenous adolescents who do not fit mainstream educational opportunities?” We asked this from a community-based perspective that recognised community members’ voices are not always heard or understood.
The unique context and histories of each place meant it was appropriate to work from a community-based participatory approach informed by decolonising methodologies. This way of operating enabled working relationally through the Indigenous method of Yarning across five fieldwork visits. Yarning is a comfortable method of data collection for Indigenous people and requires the outside researcher to meet people where they are at in ways that might not be culturally comfortable for the non-Indigenous person. Yarning allowed me to sit with the tensions of engaging at the interface to build new knowledges and understandings about youth and education through shared conversations. Embedded processes of thematic analysis, co-design techniques and observations within four cycles of research facilitated a shared understanding of the problem, checking of the data collected and building a co-produced story about youth and education in both communities.
What we found did not elicit a succinct model of education ready for implementation by the community and service providers, but rather a co-produced story that includes potential enablers and barriers to inform future design and implementation. The findings show that educating the youth of Pormpuraaw and Kowanyama is about more than classroom-based learning through specific secondary school subjects. The youth are lost and living on the “bad side of community life” or “running on a treadmill” with nothing to anchor them. Families know their youth and want an education that is “both ways”. A tree growing out of firm foundations in the ground, was the metaphor used to depict the co-produced story formed during this research. The findings are situated around principles of learning that involve a strong foundation of relationships connected with land, place and context, and a program directed and governed by local people. These embedded principles are consistent with the findings of the systematic literature review that identified the attributes of alternate models of education as well as literature speaking to Aboriginal ways of teaching and learning. The principles illustrate that the people and context of Pormpuraaw and of Kowanyama desire a community-based approach to learning both ways – mainstream and “Culture way” built together, based on recognition of each other as equals engaging at the interface. This thesis acknowledges that this is not occurring. “We are already heard, we just want someone to listen.” The final focus of the study illuminates the obstacles that are present in every day practice.
At first glance, what this thesis raises seems simple. Yet, the co-produced story evidences otherwise. The “problem” of education for youth in remote Aboriginal communities’ will not be solved by a single stand-alone approach as mainstream provision assumes. We need to broaden our understanding of the interface between cultures and include the lived realities of community members and their responses. All of us, youth, families, service providers and government bureaucrats in Cairns, Brisbane and Canberra hold responsibility to sit with the tensions of engaging in dialogue at the interface and building together opportunities for these young people. This thesis provides advice on “listening” and working relationally in order to understand what a learner-centred alternate model of education that meets the developmental needs of remote Aboriginal learners could be.
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Peacock, HT. "The importance of culture and significant others in Aboriginal and Torres Strait Islander childrens’ education." Thesis, 2022. https://eprints.utas.edu.au/47495/1/Peacock_whole_thesis_ex_pub_mat.pdf.
Full textAbstract:
This thesis examines the impacts that culture and identity, and the positive role that significant others, including parents, peers, teacher, Aboriginal education workers, and Elders, can have in the educational lives of Aboriginal and/or Torres Strait Islander children. It achieves this through a collection of four cross-sectional quantitative studies, utilising data from the Longitudinal Study of Indigenous Children (LSIC). Applying a strengths-based approach, this thesis provides insight into factors that relate to educational achievement for Aboriginal and Torres Strait Islander children, using Indigenous quantitative methodologies.
The quantitative research chapters examine: the role of Aboriginal Education Workers (AEWs) in fostering Indigenous culture within the school environment; how Indigenous identity, that is, how feeling good about one’s identity, at school affects children’s educational aspirations; the impact that culture and significant other, such as parents, play in Indigenous children’s schooling self-concept; and the expectations that teachers and parents have regarding Indigenous children’s schooling completion. The core findings indicate that: the presence of AEWs in schools is associated with increased cultural activities and acknowledgments in schools; high educational expectations of Indigenous children are imperative for, although lacking amongst, teachers; and cultural identity and significant others are significant in the development of Indigenous children’s educational aspirations and self-concept.
Overall, this thesis demonstrates that to be strong in a Western Education System, Aboriginal and Torres Strait Islander children must be supported in areas of their Indigeneity. Schools need to be inclusive of Indigenous culture, identity and belonging. Where education systems support these fundamental aspects of Aboriginal and Torres Strait Islander childrens’ Lifeworlds, children are more likely to engage and flourish in school.
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Peacock, HT. "The importance of culture and significant others in Aboriginal and Torres Strait Islander children’s education." Thesis, 2021. https://eprints.utas.edu.au/47604/.
Full textAbstract:
This thesis examines the impacts that culture and identity, and the positive role that significant others, including parents, peers, teacher, Aboriginal education workers, and Elders, can have in the educational lives of Aboriginal and/or Torres Strait Islander children. It achieves this through a collection of four cross-sectional quantitative studies, utilising data from the Longitudinal Study of Indigenous Children (LSIC). Applying a strengths-based approach, this thesis provides insight into factors that relate to educational achievement for Aboriginal and Torres Strait Islander children, using Indigenous quantitative methodologies.
The quantitative research chapters examine: the role of Aboriginal Education Workers (AEWs) in fostering Indigenous culture within the school environment; how Indigenous identity, that is, how feeling good about one’s identity, at school affects children’s educational aspirations; the impact that culture and significant other, such as parents, play in Indigenous children’s schooling self-concept; and the expectations that teachers and parents have regarding Indigenous children’s schooling completion. The core findings indicate that: the presence of AEWs in schools is associated with increased cultural activities and acknowledgments in schools; high educational expectations of Indigenous children are imperative for, although lacking amongst, teachers; and cultural identity and significant others are significant in the development of Indigenous children’s educational aspirations and self-concept.
Overall, this thesis demonstrates that to be strong in a Western Education System, Aboriginal and Torres Strait Islander children must be supported in areas of their Indigeneity. Schools need to be inclusive of Indigenous culture, identity and belonging. Where education systems support these fundamental aspects of Aboriginal and Torres Strait Islander childrens’ Lifeworlds, children are more likely to engage and flourish in school.
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Heath, Treesa. "Supporting Aboriginal and Torres Strait Islander participation in higher education: a yarn with ITAS tutors." Thesis, 2015. http://hdl.handle.net/1959.13/1424175.
Full textAbstract:
Bachelor Honours - Bachelor of Teaching (Primary)/ Bachelor of Arts (Hons)The Indigenous Tutorial Assistance Scheme – Tertiary Tuition [ITAS] has provided individual and small group supplementary course content tuition to Aboriginal and Torres Strait Islander university students since the 1990s. Although linked to increases in higher education participation for Aboriginal and Torres Strait Islander peoples and providing opportunities for Aboriginal and Torres Strait Islander academic sector employment, the Federal government announced cessation of ITAS as at the end of 2015. Support for Aboriginal and Torres Strait Islander participation in higher education will now come via the Indigenous Advancement Strategy [IAS]. Recognising the urgency of documenting valuable community knowledge before it was diminished, this qualitative case study drew on the theoretical literature surrounding Indigenous research, education and government policy and policy review. Purposefully sampling ITAS tutors from the University of Newcastle’s Wollotuka Institute, four experienced ITAS tutors were invited to participate in a yarning circle. Perspectives were captured regarding the quality of relationships that support Aboriginal and Torres Strait Islander participation in higher education. Situated within an Indigenous research paradigm, findings emerged from the student researcher’s reflexive Aboriginal lens and the iterative process of content analysis and qualitative data analysis activities. Analysis revealed that during times of policy and funding changeover, transparency and the provision of community space for open discussion should be made available to all stakeholders. It would appear that ethical and equitable frameworks of support would accommodate the diversity of Aboriginal and Torres Strait Islander students, particularly those at the polar ends of the academic continuum. The creation of a new socially just discourse would privilege Indigenous knowledges of how to navigate and succeed at the university cultural interface along with the relationships that support this goal.
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(9815978), Melinda Mann. "Speaking up and speaking back to high school and post-school transition experiences: An Indigenised narratology exploring education for the life success of young Aboriginal and Torres Strait Islander people living on Darumbal Country." Thesis, 2019. https://figshare.com/articles/thesis/Speaking_up_and_speaking_back_to_high_school_and_post-school_transition_experiences_An_Indigenised_narratology_exploring_education_for_the_life_success_of_young_Aboriginal_and_Torres_Strait_Islander_people_living_on_Darumbal_Country/13454009.
Full textAbstract:
This thesis tells a story of the lands belonging to the Darumbal people located in the coastal region of Central Queensland, Australia, through the lives of a select number of young people connected to the Country as either Traditional Custodians or as members of other Aboriginal and Torres Strait Islander groups who have relocated to this area. In particular, the research examines how ten young Aboriginal and Torres Strait Islander people experienced school and how they leveraged those experiences to transition into family and community roles as young leaders.
The thesis concludes that participants actively pursued a process of ‘belonging and becoming’. School spaces were appropriated to facilitate their desire for ‘belongingness’ and skills, abilities and aspirations were developed consistent with the goal of ‘becoming’ the future of their families and communities. Their recent experiences of completing Year 12, working and studying on Darumbal country informed post-school pathways that are simultaneously professional and cultural by necessity. The findings illustrate the environment which young Aboriginal and Torres Strait Islander people studying and working on Darumbal country have identified as valuable in their pursuit of belonging and becoming at the core of their identities. Whilst this research examines a very specific group of young Aboriginal and Torres Strait Islander people in a particular location the learnings from this study could offer an insight into other groups of young Aboriginal and Torres Strait Islander people living on other Aboriginal and Torres Strait lands; and potentially extended to other First Nations’ people elsewhere.
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(9780587), Tessa Benveniste. "Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities." Thesis, 2018. https://figshare.com/articles/thesis/Beyond_boarding_An_exploration_of_post-boarding_school_expectations_experiences_and_outcomes_for_remote_Aboriginal_students_their_families_and_their_communities/13447763.
Full textAbstract:
Education delivery and outcomes in remote Australia frequently feature in political, educational and research discourses. In particular, improving educational outcomes for Aboriginal and Torres Strait Islander students, who are largely achieving at lower levels than non-Indigenous, urban students, has been a priority for decades. Recently, boarding schools are being increasingly viewed as a ‘solution’ to the complexities and purported failure of remote education. However, the discourse supporting boarding school models has developed from a limited evidence base. Further, little space has been awarded in such discussions to the voices of those who work in, send their children to, and who access boarding. Therefore, this thesis explored the expectations, experiences and outcomes of boarding for remote Aboriginal students, their families and their communities. The research focus was developed collaboratively alongside boarding providers, community members and past boarding students from the Anangu Pitjantjatjara Yankunytjatjara (APY) lands, and employed a case study approach to a residential program in South Australia. The research was conducted from a Grounded Theory approach, with qualitative methods combining ethnography, narrative and semi-structured interviews. 55 interviews were conducted with families (11), past students (11), community members (9), and boarding staff (24) across six APY communities, Alice Springs, and Adelaide. Findings fall broadly into three meta-themes; (1) the residence, (2) family and communication, and (3) post-boarding life. While boarding staff were clearly able to articulate the goals for the program, Critical Race Theory provided a useful lens through which to highlight underlying tensions between race, rules and relationships. Strategies for communicating with families were also identified, however it was clear that despite useful technologies, families often relied on relationships with local remote schools to support their communication with the boarding program. Further, while many families made an active choice to send their children to board, for some, lack of alternative options or the knowledge and resources to access alternative options restricted their capacity to make informed choices. Many students were found to have left boarding prior to graduating from high school, making transitions post-boarding difficult and dependent on community, family and personal contexts. This thesis makes a significant contribution to a small but growing field, and is the first to holistically explore the implications of boarding for staff, families, remote communities, and for past boarding students. It explores novel applications of theory in the space, and links findings to implications for future research, policy and practice. Key recommendations include; (1) valuing and building unstructured time into residences to create informal learning opportunities and enhance relationships between staff and students, (2) bridging differences between community and residence life through introducing Anangu mentors and staff into the residence, (3) increased efforts for staff to physically visit communities for longer periods of time (for example through exchanges with remote community teachers or youth workers), (4) providing an external supports to help families to make informed choices about boarding and to navigate application processes, and (5) integrating community educators, family support and employment networks to support transitions beyond boarding.
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(9777737), Wayne Arizmendi. ""It's not a struggle where you are on your own": Indigenous Australian male undergraduate retention and the interdependent universe." Thesis, 2001. https://figshare.com/articles/thesis/_It_s_not_a_struggle_where_you_are_on_your_own_Indigenous_Australian_male_undergraduate_retention_and_the_interdependent_universe/13465253.
Full textAbstract:
"This research aimed to discover the underlying reasons for the decisions by selected Indigenous Australian male undergraduates aged 18-24 attending the Rockhampton Campus of Central Queensland University to remain in their studies" -- abstract.
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Dreise, Tony. "Charity meets clarity: A multiple methods and transdisciplinary approach to improving philanthropic investment in Indigenous Australian education." Phd thesis, 2018. http://hdl.handle.net/1885/151928.
Full textAbstract:
A multiple methods and transdisciplinary approach to improving
philanthropic investment in Indigenous Australian education
Abstract:
This study explores current and potentially future relationships
between philanthropy and Indigenous education in Australia. More
specifically, it has sought to address an overarching research
question, namely ‘how can philanthropic bodies more
successfully engage with Indigenous people and strategically
invest their resources to improve Indigenous education
outcomes?’ The research has involved a unique partnership
between an Aboriginal researcher, the Australian National
University, philanthropists, researchers and educators, and five
First Nations communities in urban, regional and rural-remote
localities. The study has been partly funded by the Australian
Research Council (ARC) through the ARC Linkage Projects scheme.
Supplementary funds have also been provided by the Australian
Communities Foundation, a philanthropic body based in Melbourne.
In addressing the overarching research question and in light of
the inherent complexity at the philanthropy–Indigenous
affairs–education interface, the study has adopted
multiple-methods and transdisciplinary approaches. It draws upon
history, political studies, business and commerce studies, social
sciences, and, especially, upon complexity science and emergence
theories to both make sense of the data and to influence the
future shape of First Nations education and philanthropic
partnerships.
Literature from both Australia and abroad is analysed to provide
insights and understand tensions about historical practices,
contemporary applications, and future directions in philanthropic
investment in Indigenous education. The study has also sought to
capture the voices of ‘demand’ (First Nations communities)
and ‘supply’ (philanthropic bodies). As such, both the study
and literature review examine current interventions and
investments in First Nations education, and find that
philanthropic investments in boarding school opportunities and
university scholarships have grown considerably over the past
decade. The study acknowledges this, but also argues that
philanthropic investment in Indigenous education in its current
form is too narrow, nowhere near scale when it comes to current
and projected levels of need among First Nations communities, and
tends to favour ‘fail-safe’ as opposed to ‘safe-fail’
initiatives. The study posits that improvements in Indigenous
education are unlikely to present through oversimplified, linear
and mono-dimensional interventions. It also concludes that
partners in education, philanthropy and First Nations affairs
need to think differently about problems and future possibilities
by pursuing a course of positive disruption and collective
action, where hearts of charity meet minds of clarity.
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(9795737), Tabassum Ferdous. "Everybody’s business: Self-management of diabetes among a cohort of culturally and linguistically diverse individuals in regional Australia." Thesis, 2012. https://figshare.com/articles/thesis/Everybody_s_business_Self-management_of_diabetes_among_a_cohort_of_culturally_and_linguistically_diverse_individuals_in_regional_Australia/13432844.
Full textAbstract:
"In spite of various health care initiatives, diabetes self-management among culturally and linguistically diverse (CALD) migrant Australians is poor. This improper diabetes self-management is becoming a burden on the Australian economy. The literature review of this thesis also suggests that while individual attributes such as knowledge, beliefs, attitudes and demographics impact on self-management of diabetes, collaboration of different levels of influences, from immediate family members to health policy makers are mandatory. Such a collaborative effort can be supported by existing models of health promotion based on socio-ecological theory. In Australia very few socio-ecological theory based studies were reported in terms of the knowledge, self-care activities and experiences about diabetes self-management among CALD people. Particularly, to date no such study has conveyed the voices of the CALD people living with diabetes in regional Australia. Therefore, this study has been conducted in a regional setting and twenty-nine (29) CALD males and females from a regional area participated in this study. For the data collection and data analysis of this study I have chosen a mixed methods approach under the interpretive-constructivist paradigm. The study found that demographics such as age, education, level of English proficiency, and cultural factors such as traditional food, values, beliefs, language and socio-structural factors such as provision of health education, play a significant role in diabetes self-management among this cohort. Further, the socio-culturally constructed role of gender is found to be an overarching issue in diabetes self-management which determines the efficiency of diabetes self-management among the CALD women in this study. It is recommended that health service providers should be sensitive to the needs and barriers of CALD female individuals living with diabetes. Moreover, the study suggests that the problem of diabetes self-management need to be addressed by health care services, in terms of social, cultural and environmental influences surrounding an individual. However, these health service consumers also need to be informed of the culture and health care service system in the host1 country. Therefore, in addition to multi-level support, this study advocates that reciprocal knowing between health service providers and the consumers is an essential element for successful self-management of diabetes among these people. Particularly, this reciprocal knowing is vital in a regional context, where absolutely culturally competent health service provision is not feasible for a small but heterogeneous CALD migrant population. The sample size and time within which the study was undertaken, did not allow significant quantitative explorations as well as further qualitative inquiries about different levels of influence for diabetes self-management. The mixed methods approach and use of participants’ actual voices as data provide an evidentiary basis for further research opportunities in this area."--Abstract.
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Jara, Labarthé Vanessa. "Positive discrimination measures in Australian Indigenous higher education lessons for Chile." Thesis, 2015. http://hdl.handle.net/10453/52989.
Full textAbstract:
University of Technology Sydney. Faculty of Arts and Social Sciences.This thesis explores the conceptualisation, development, and implementation of positive discrimination measures in context of the higher education of Indigenous people. I set out to consider the implications of the Australian experience for the development of approaches to positive discrimination policy and programs for Indigenous people in Chile. I look particularly for lessons in the development and implementation of two positive discrimination measures that have emerged in Australia over the last four decades: ABSTUDY and the National Aboriginal and Torres Strait Islander Education Policy (1989). The Australian experience has been forged over a longer time-frame than Chile and an assumption I am making in this thesis is that lessons from this experience are potentially useful for the Chilean Indigenous higher education context. My inquiry is to understand not just the positive effects but also the limits that positive discrimination measures contribute to the higher education access, participation, and outcomes of Indigenous students.