Journal articles on the topic 'Aboriginal and Torres Strait Islander secondary education'
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1
Nasir, Tanyah. "Aboriginal and Islander Tertiary Aspirations Program." Australian Journal of Career Development 5, no. 2 (July 1996): 7–9. http://dx.doi.org/10.1177/103841629600500203.
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The Aboriginal and Islander Tertiary Aspiration Program (AITAP) aims to enhance the attendance and academic achievement of Aboriginal and Torres Strait Islander students during their secondary school years to increase the number of indigenous Australians successfully completing Year 12 studies. AITAP encourages them to nurture aspirations involving tertiary education while maintaining their pride in their cultural heritage. AITAP, which has been operating in NT schools since 1994, is about raising the level of expectations and aspirations of students, parents and teachers, and encouraging positive attitudes towards education and towards Aboriginal and Torres Strait Islander students.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Mander, David, and Frank Bobongie. "Working Alliances: The Importance of Accessing Peer/Cultural Support in Educational Practice." Australian Educational and Developmental Psychologist 27, no. 1 (June 1, 2010): 41–53. http://dx.doi.org/10.1375/aedp.27.1.41.
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AbstractThis is a reflective paper grounded in practice. It addresses the nature of working alliances in education between colleagues from different cultural, professional and generational backgrounds. The authors are specifically concerned with discussing the significance of accessing peer/cultural support in education, in particular how one colleague mentored another and the way knowledge was exchanged during this process to increase awareness and understanding. This topic is considered in the context of supporting male Aboriginal and Torres Strait Islander students while they study and live away from home to complete their secondary school education at boarding school in Western Australia (WA).
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Jade, Sue. "The Fourth R — Reconciliation and the Maintenance of indigenous Language in Urban Secondary Schools." Australian Journal of Indigenous Education 26, no. 1 (July 1998): 8–11. http://dx.doi.org/10.1017/s1326011100001769.
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Indigenous students in urban secondary schools in the Northern Territory are faced with barriers to their success in learning, in the education race. Amongst these is the question of language studies. Like all students, they must study English as a separate subject, they must study all other subjects using English as the language of instruction, and they must study a second language, a language other than English (LOTE), as a component of their Junior Secondary Studies Certificate. Most schools offer Indonesian and some are able to offer a broader choice. For the Indigenous student, social justice demands an addition to this range. It is illogical and unfair that schools, in some cases with up to 30 per cent Indigenous students, do not include Aboriginal and Torres Strait Islander languages in their programs. It is also shortsighted of schools to ignore the opportunity to provide these students with a subject area in which their culture is dominant.
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Semchison, Michael Red Shirt. "Ways of Learning: Indigenous Approaches to Knowledge: Valid Methodologies in Education." Australian Journal of Indigenous Education 29, no. 2 (2001): 8–10. http://dx.doi.org/10.1017/s1326011100001332.
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A friend, whom I had not seen for some time, recently asked me what I had been doing overthe last several months. I replied, ‘I have just spent the past year in the most incredible headspace.’ This elicited an excited curiosity from my friend to hear more and I began to explain. At fifty-six years of age I had made the decision to return to academic life as a student and pursue a degree in Australian Indigenous Studies. This had been suggested and encouraged by my Aboriginal sister, Jackie Huggins, and so, with herguidance I applied and was accepted to attend the University of Queensland within the Aboriginal and Torres Strait Islander Studies (ATSIS) Unit of the Arts Faculty. It was a major step for me, for although I had been presenting lectures and workshops on aspects of traditional and contemporary Native American culture in the educational and public arenas for a decade, I had not been on the student side of the lectern for 40 years. In the first few weeks of semester one the impact of my decision was almost overwhelming. I had completed secondary school in Canada, being the first person in my family to achieve that and now here I was going to university, another first in my family.
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McCalman, Janya, Tessa Benveniste, Mark Wenitong, Vicki Saunders, and Ernest Hunter. "“It’s all about relationships”: The place of boarding schools in promoting and managing health and wellbeing of Aboriginal and Torres Strait Islander secondary school students." Children and Youth Services Review 113 (June 2020): 104954. http://dx.doi.org/10.1016/j.childyouth.2020.104954.
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Osborne, Sam. "Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.
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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).
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Williams, Hayley M., Kate Hunter, Bronwyn Griffin, Roy Kimble, and Kathleen Clapham. "Fire and Smoke: Using Indigenous Research Methodologies to Explore the Psychosocial Impact of Pediatric Burns on Aboriginal and Torres Strait Islander Families." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199048. http://dx.doi.org/10.1177/1609406921990486.
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Aboriginal and Torres Strait Islander children and adolescents are disproportionately affected by burn injuries, yet often omitted from burns literature or inadequately portrayed under Western frameworks. We highlight and address the urgent need for knowledge about pediatric burns among Aboriginal and Torres Strait Islander people to be produced from within Indigenous research methodologies and in response to Aboriginal and Torres Strait Islander peoples’ expressed needs. Through the use of decolonial ethnography, we applied a novel combination of participant observations, retrospective thinking aloud, and yarning methods to explore the psychosocial impact of pediatric burn injuries and care on Aboriginal and Torres Strait Islander families. To our knowledge, this is the first example of these three methods being interwoven to explore a multifaceted health issue and in a way that privileges Aboriginal and Torres Strait Islander peoples' knowledge systems, voices, and experiences. We suggest that these approaches have strong relevance and potential for other complex issues affecting Aboriginal and Torres Strait Islander people.
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Shnukal, Anna. "a Bibliography of Torres Strait Education." Australian Journal of Indigenous Education 31 (2003): 77–80. http://dx.doi.org/10.1017/s1326011100003720.
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AbstractThis non-selective bibliography is limited to published material and is part of the Bibliography of Torres Strait to be found on the Aboriginal andTorres Strait Islander Studies Unit’s website at . Torres Strait Islander authors are marked with an asterisk.
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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.
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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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McKay, Fiona H., and Stephanie L. Godrich. "Interventions to address food insecurity among Aboriginal and Torres Strait Islander people: a rapid review." Applied Physiology, Nutrition, and Metabolism 46, no. 12 (December 2021): 1448–58. http://dx.doi.org/10.1139/apnm-2020-1075.
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Food insecurity disproportionately impacts Aboriginal and Torres Strait Islander Australians. This review sought to investigate research and evaluations of programs and interventions implemented to address food insecurity among Aboriginal and Torres Strait Islander communities. A rapid review was conducted to collate the available research from 6 databases. The search was conducted in May 2020. Search constructs related to food insecurity, Aboriginal and Torres Strait Islander people, and Australia. Twenty-five publications were included in this review, 24 reported on an intervention, while 9 were evaluations of an intervention. Interventions included behaviour change projects, including projects that sought to change purchasing and cooking behaviours, school-based education programs, and gardening programs. In general, the studies included in this sample were small and lacked a systematic consideration of the factors that shape the experience of food insecurity among Aboriginal and Torres Strait Islander people specifically. Based on the findings of this review, authors suggest greater consideration to the systematic determinants of food insecurity among Aboriginal and Torres Strait Islander communities to have lasting and sustainable impact on food insecurity. This review has been registered with the international prospective register of systematic reviews (PROSPERO: CRD42020183709). Novelty: Food insecurity among Aboriginal and Torres Strait Islander people poses significant risk to health and wellbeing. Small-scale food security interventions may not provide ongoing and sustained impact. Any intervention to promote food security will need to involve Aboriginal and Torres Strait Islander people and be sustained once external parties have left.
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Singh, David. "Aboriginal and Torres Strait Islander Education." International Journal of Critical Indigenous Studies 5, no. 2 (June 1, 2012): 50–52. http://dx.doi.org/10.5204/ijcis.v5i2.90.
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Australian education systems have long been challenged by the gap between Indigenous and nonIndigenous student outcomes. All levels of Australian government, as well as Indigenous leaders and educators, however, continue to meet the challenge through exhortation, strategies and targets. The most prominent of such strategies is ‘Closing the Gap’, which gives practical expression to the Australian Government’s commitment to measurably improving the lives of Indigenous Australians, especially Indigenous children.
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Barney, Katelyn, and Martin Nakata. "Editorial." Australian Journal of Indigenous Education 46, no. 1 (July 12, 2017): iii. http://dx.doi.org/10.1017/jie.2017.6.
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We are very pleased to bring you Volume 46 of The Australian Journal of Indigenous Education. This year is a particularly significant time for Aboriginal and Torres Strait Islander issues and education. It marks the 25th anniversary of the landmark Mabo decision that refuted the legal doctrine of terra nullius and recognised that the Miriam people were continuously present and exclusively possessed Mer in the Torres Strait. It is also the 50th anniversary of the 1967 referendum, a significant milestone resulting in constitutional change to recognise Aboriginal and Torres Strait Islander peoples in the national census. This year also marks the release of the Universities Australia Indigenous Strategy 2017–2020, which is designed to provide a sector-wide initiative that binds all universities together with common goals. The strategy includes important initiatives to increase the numbers of Aboriginal and Torres Strait Islander people participating in higher education, increase the engagement of non-Indigenous people with Indigenous knowledge and educational approaches, and improve the university environment for Aboriginal and Torres Strait Islander people.
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Pearce, Leilani, and Bronwyn Fredericks. "Establishing a Community-Controlled Multi-Institutional Centre for Clinical Research Excellence in Aboriginal and Torres Strait Islander Health." Australian Journal of Indigenous Education 36, S1 (2007): 121–28. http://dx.doi.org/10.1017/s1326011100004798.
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AbstractThe Queensland Aboriginal and Islander Health Council (QAIHC) lead and govern the Centre for Clinical Research Excellence (CCRE), which has a focus on circulatory and associated conditions in urban Aboriginal and Torres Strait Islander communities. The CCRE is a partnership between QAIHC and Monash University, the Queensland University of Technology, the University of Queensland, James Cook University, the National Heart Foundation, and the University of Wollongong. The establishment of the CCRE under the community-controlled model of governance is unique and presents both opportunities and challenges for innovative partnerships between universities and Aboriginal and Torres Strait Islander community organisations. This paper outlines the processes and strategies used to establish a multi-institutional research centre that is governed by the Aboriginal and Torres Strait Islander community-controlled health sector.
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Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.
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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia.
The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy.
It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled.
1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).
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Nash, Kai, Kylie Gwynne, Yvonne Dimitropoulos, Mark Fitzpatrick, Hasantha Gunasekera, Luke Halvorsen, Kelvin Kong, et al. "INdigenous Systems and Policies Improved and Reimagined for Ear and hearing care (INSPIRE): a multi-method study protocol." BMJ Open 14, no. 1 (January 2024): e079850. http://dx.doi.org/10.1136/bmjopen-2023-079850.
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IntroductionOtitis media (middle ear disease) severity and chronicity among Aboriginal and Torres Strait Islander people, as well as gaps in socioeconomic outcomes related to hearing loss, indicates a breakdown in the current ear and hearing care system. The ear and hearing care system spans multiple sectors due to long-term impacts of otitis media and hearing loss in health, education and employment, necessitating a multi-disciplinary cross-sectorial approach to ear and hearing care. Public policies shape the current ear and hearing care system and here it is argued that a critical public policy analysis across different sectors is needed, with strong Aboriginal and Torres Strait Islander leadership and guidance. The current study aims to establish consensus-based ear and hearing care policy solutions for Aboriginal and Torres Strait Islander people in Australia.Methods and analysisThis multi-method study will be guided by a Brains Trust with strong Aboriginal and Torres Strait Islander leadership. Public policies in hearing health, social services, and education will be scoped to identify policy gaps, using the World Health Organization framework. Qualitative data will be collected through a culturally specific process of yarning circles to identify policy challenges and/or limitations in enabling accessible ear and hearing care programs/services for Aboriginal and Torres Strait Islander people, using dimensions of Morestin’s public policy appraisal tool as an interview guide for stakeholders. Themes from the yarning circles will be used to inform an expert Delphi process to establish consensus-based policy solutions for optimising the ear and hearing care system for Aboriginal and Torres Strait Islander people.Ethics and disseminationThis study has approval from the Australian Institute of Aboriginal and Torres Strait Islander Studies Ethics Committee. Study findings will be disseminated to community through Brains Trust members and study participants, as well as through publications in peer-reviewed journals and research forum presentations.
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Foley, Dennis. "Entrepreneurship in Indigenous Australia: the importance of Education." Australian Journal of Indigenous Education 27, no. 2 (December 1999): 47–54. http://dx.doi.org/10.1017/s1326011100600571.
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In the Coalition’s Aboriginal and Torres Strait Islander Affairs 1998 election policy statement, The Honourable John Herron, Senator for Queensland and Minister for Aboriginal and Torres Strait Islander Affairs, claimed that a second term Howard/Fischer government would continue to assist Indigenous Australia to move beyond welfare by continuing to target key areas that include education and economic development (Herron 1998:1).
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Nakata, Martin. "Placing Torres Strait Islanders on a Sociolinguistic and Literate Continuum: A Critical Commentary." Aboriginal Child at School 19, no. 3 (July 1991): 39–53. http://dx.doi.org/10.1017/s0310582200007483.
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Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”
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Demosthenous, Catherine M. "Inclusion/exclusion for Aboriginal and Torres Strait Islander Students: Understanding how ‘We’ matters." Journal of Social Inclusion 3, no. 1 (June 14, 2012): 71–85. http://dx.doi.org/10.36251/josi43.
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The inclusion of Indigenous people in universities is an important policy issue, as evidenced by the Review of Higher Education and Outcomes for Aboriginal and Torres Strait Islander people, which is currently underway. While the Review aims to collectively address access and outcomes for Aboriginal and Torres Strait Islander people in universities to ensure parity in the sector, a key contributor to those outcomes is that of participation. This article examines a focus group interaction in which Aboriginal and Torres Strait Islander students are yarning about their experiences of participating in university life, using Ethnomethodology (EM) and its analytic methods. Premised on the understanding that language is action, the study examines the students’ use of personal pronouns and particularly the first person pronoun ‘we’, using the inclusive/exclusive distinction. Applying this pronominal system here provides insights into the notion of inclusion/exclusion for Aboriginal and Torres Strait Islander students in Australian higher education, and for understanding how ‘we’ matter(s) in everyday university life.
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Eady, Michelle J., and Joel Keen. "Employability readiness for Aboriginal and Torres Strait Islander students: Yarning Circles as a methodological approach to illuminate student voice." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (March 22, 2021): 1–18. http://dx.doi.org/10.21153/jtlge2021vol12no2art962.
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This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: first, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students’ views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates.
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Guenther, John, Samantha Disbray, and Sam Osborne. "Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?" Australian Journal of Indigenous Education 44, no. 2 (November 3, 2015): 194–206. http://dx.doi.org/10.1017/jie.2015.20.
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The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.
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Springall, Tanisha, Della Anne Forster, Helen L. McLachlan, Pamela McCalman, and Touran Shafiei. "Rates of breast feeding and associated factors for First Nations infants in a hospital with a culturally specific caseload midwifery model in Victoria, Australia: a cohort study." BMJ Open 13, no. 1 (January 2023): e066978. http://dx.doi.org/10.1136/bmjopen-2022-066978.
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ObjectivesThere is an urgent need to improve breast feeding rates for Australian First Nations (Aboriginal and Torres Strait Islander) infants. We explored breast feeding outcomes of women having a First Nations infant at three sites that introduced a culturally specific continuity of midwife care model.DesignWomen having a First Nations infant booking for pregnancy care between March 2017 and November 2020 were invited to participate. Surveys at recruitment and 3 months post partum were developed with input from the First Nations Advisory Committee. We explored breast feeding intention, initiation, maintenance and reasons for stopping and factors associated with breast feeding.SettingThree tertiary maternity services in Melbourne, Australia.ParticipantsOf 479/926 eligible women approached, 343 (72%) completed the recruitment survey, and 213/343 (62%) the postnatal survey.OutcomesPrimary: breast feeding initiation and maintenance. Secondary: breast feeding intention and reasons for stopping breast feeding.ResultsMost women (298, 87%) received the culturally specific model. Breast feeding initiation (96%, 95% CI 0.93 to 0.98) was high. At 3 months, 71% were giving ‘any’ (95% CI 0.65 to 0.78) and 48% were giving ‘only’ breast milk (95% CI 0.41 to 0.55). Intending to breast feed 6 months (Adj OR ‘any’: 2.69, 95% CI 1.29 to 5.60; ‘only’: 2.22, 95% CI 1.20 to 4.12), and not smoking in pregnancy (Adj OR ‘any’: 2.48, 95% CI 1.05 to 5.86; ‘only’: 4.05, 95% CI 1.54 to 10.69) were associated with higher odds. Lower education (Adj OR ‘any’: 0.36, 95% CI 0.13 to 0.98; ‘only’: 0.50, 95% CI 0.26 to 0.96) and government benefits as the main household income (Adj OR ‘any’: 0.26, 95% CI 0.11 to 0.58) with lower odds.ConclusionsBreast feeding rates were high in the context of service-wide change. Our findings strengthen the evidence that culturally specific continuity models improve breast feeding outcomes for First Nations women and infants. We recommend implementing and upscaling First Nations specific midwifery continuity models within mainstream hospitals in Australia as a strategy to improve breast feeding.
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Whatman, Sue. "Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies." Aboriginal Child at School 23, no. 1 (March 1995): 36–43. http://dx.doi.org/10.1017/s0310582200005046.
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Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.
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Atkinson, Petah, Marilyn Baird, and Karen Adams. "Intersectionality Based Policy Analysis of How Racism is Framed in Medical Education Policies Guiding Aboriginal Health Curriculum." Journal of the Australian Indigenous HealthInfoNet 4, no. 2 (2023): 1–28. http://dx.doi.org/10.14221/aihjournal.v4n2.4.
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Introduction: Racism has a profound impact on health inequities for Aboriginal and Torres Strait Islander people. Australian medical schools are required to include Aboriginal and Torres Strait Islander health curriculum in their medical courses and policies have been developed to support this work. Methods: The research question was: how is racism framed in medical education policies guiding Aboriginal and Torres Strait Islander health curriculum for entry-level medical courses? Applying an Indigenous Research Paradigm and Intersectionality Based Policy Analysis, three key policies were analysed: Australian Medical Council (AMC) Standards for Assessment and Accreditation of Primary Medical programs; Aboriginal and Torres Strait Islander Health Curriculum Framework (ATSIHCF); Committee of Deans of Australasian Medical Schools Indigenous Health Curriculum Framework (CDAMS). Results: The AMC standards did not refer to racism, while CDAMS and ATSICF supported the notion that teaching students about racism would lead to reduced racism or increased anti-racism in healthcare practice. However, both policies’ learning objectives lacked inclusion of critical reflection required to inform responsive action to racism. As the CDAMS and ATSIHCF were not mandated, there is little accountability for medical schools to implement either of the curriculum policies. Conclusion: Realising the goal of medical practitioners who understand racism and practice anti-racism requires a multi-layered approach. This involves evidence-based teaching about racism and anti-racism, Aboriginal and Torres Strait Islander leadership in curriculum development, inclusion of racism and anti-racism in medical school accreditation standards, and development of student critical reflection skills. Importantly, education and health institutions need to value and model anti-racism.
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Hogarth, Melitta. "The Power of Words: Bias and Assumptions in the Aboriginal and Torres Strait Islander Education Action Plan." Australian Journal of Indigenous Education 46, no. 1 (January 24, 2017): 44–53. http://dx.doi.org/10.1017/jie.2016.29.
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This paper argues that genuine engagement and consultation is required where Indigenous voice is prevalent within the policy development process for true progress to be achieved in the educational attainments of Aboriginal and Torres Strait Islander students. It is important to note that there has been little critical analysis of policy discourses. More specifically, analysis of how language is used to maintain societal constructs. By providing an Indigenous standpoint, it is anticipated that this paper makes explicit to policymakers the bias and taken for granted assumptions held by those who produced it. This paper is derived from a larger project, namely my Masters of Education (Research) thesis (Hogarth, 2015). The major findings that emerged from the data included (a) the homogenous grouping of Aboriginal and Torres Strait Islander people, (b) the maintenance of the prevalent dominant ideology of a deficit view within policy and finally (c) the expectation of government of increased engagement and connections with and by Aboriginal and Torres Strait Islander peoples in education without consideration of the detrimental effects of past policies and reforms. The potential implications of making explicit how language positions Aboriginal and Torres Strait Islander students’ educational attainment can inform future policymaking and contribute to the struggle for self-determination.
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Andrews, Cheryl. "Teacher Socialisation and Teacher Attitudes Towards Indigenous Children." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 16–32. http://dx.doi.org/10.1017/s0310582200005939.
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In this paper I offer an explanation for teacher-held beliefs that contribute to perceptions of school failure by indigenous children and discuss the ends served by these perceptions. Although the validity of using retention rates as an indicator of actual educational outcomes is questioned (Luke, A. et al, 1993:144), there are few other indicators presently available. The figures on Aboriginal and Torres Strait Islander student participation rates-indicate that few children of Aboriginal and Torres Strait Islander descent complete secondary school. The following figures, based on data collected in the 1991 Australian Census, show the number of Aboriginal and Torres Strait Islander school children of a particular sex and age expressed as a proportion of the population of children of the same sex and age, in Queensland.
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Weuffen, Sara, Fred Cahir, and Margaret Zeegers. "What's in a Name?: Exploring the Implications of Eurocentric (Re)naming Practices of Aboriginal and Torres Strait Islander Nomenclature in Australian Education Practices." Australian Journal of Indigenous Education 45, no. 2 (April 7, 2016): 181–90. http://dx.doi.org/10.1017/jie.2016.2.
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The aim of this article is to provide teachers with knowledge of ways in which Eurocentric (re)naming practices inform contemporary pedagogical approaches, while providing understandings pertinent to the mandatory inclusion of the cross-curriculum priority area: Aboriginal and Torres Strait Islander histories and cultures (Australian Curriculum Assessment and Reporting Authority, 2015). While we have focused on Eurocentric naming practices, we have also been conscious of names used by Aboriginal peoples and Torres Strait Islanders to name themselves and others and as non-Indigenous Australians we acknowledge that it is not our place to explore these in detail, or offer alternatives. In this article, we have explored the history of nomenclature as it relates to original inhabitants, the connotations of contemporary (re)naming practices in Australian education and discussed the importance of drawing on cultural protocols and engaging local communities for teaching and learning of Aboriginal and Torres Strait Islander histories and cultures. It is anticipated that discussions arising from this article may open up spaces where teachers may think about ways in which they approach Aboriginal and Torres Strait Islander histories and cultures.
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Fredericks, Bronwyn. "The Need to Extend Beyond the Knowledge Gained in Cross-Cultural Awareness Training." Australian Journal of Indigenous Education 37, S1 (2008): 81–89. http://dx.doi.org/10.1375/s1326011100000405.
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Abstract In the Health sector, Cross-Cultural Awareness Training has been seen as a way to improve knowledge and understanding of Aboriginal and Torres Strait Islander people to therefore improve service delivery and therapeutic care to Aboriginal and Torres Strait Islander people. Health personnel may have undertaken this type of training in their workplace or as part of their education in an undergraduate degree program. Other sectors additionally undertake Cross-Cultural Awareness Training for similar reasons and in similar educational settings. This paper includes the views of a selection of Aboriginal women and highlights the need to extend beyond knowledge gained through Cross-Cultural Awareness Training to Anti-Racism Training. Furthermore, that Anti-Racism Training and addressing white race privilege is required in order to address the inequities within the health system, the marginalisation and disempowerment of Aboriginal and Torres Strait Islander peoples.
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Armstrong, Gregory, Georgina Sutherland, Eliza Pross, Andrew Mackinnon, Nicola Reavley, and Anthony Jorm. "Effects of an Aboriginal and Torres Strait Islander Mental Health First Aid training programme for non-suicidal self-injury on stigmatising attitudes, confidence in ability to assist, and intended and actual assisting actions: an uncontrolled trial with precourse and postcourse measurement and 6-month follow-up." BMJ Open 13, no. 1 (January 2023): e066043. http://dx.doi.org/10.1136/bmjopen-2022-066043.
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ObjectivesNon-suicidal self-injury (NSSI) is a complex issue affecting Aboriginal and/or Torres Strait Islander Peoples in Australia. We evaluated the effects of an Aboriginal and Torres Strait Islander Mental Health First Aid (AMHFA) training course on assisting an Aboriginal and/or Torres Strait Islander person engaging in NSSI, including the effects on stigmatising attitudes, confidence in ability to assist, and intended and actual assisting actions.DesignUncontrolled trial with precourse and postcourse measurement (n=49) and 6-month follow-up (n=17).SettingParticipants attended courses that were run in Queensland and Victorian communities and through one national organisation.ParticipantsParticipants were 49 adults who worked directly with Aboriginal and/or Torres Strait Islander Peoples.InterventionThe 5-hour ‘Talking About Non-Suicidal Self-Injury’ course was delivered by accredited AMHFA instructors and teaches people how to support an Aboriginal and/or Torres Strait Islander person who is engaging in NSSI.Primary and secondary outcome measuresThe outcome measures were stigmatising attitudes, confidence in ability to assist, and intended and actual actions to assist a person engaging in NSSI.ResultsImprovements were observed in stigmatising attitudes, with significant changes from precourse in both the ‘weak-not-sick’ (postcourse p<0.0623; follow-up p=0.0058) and ‘dangerous/unpredictable’ (postcourse p<0.0001; follow-up p=0.0036) subscales. Participants’ confidence in ability to assist increased significantly both postcourse (p<0.0001) and at follow-up (p<0.0001). Despite a high level of endorsement for the nine recommended assisting actions at precourse, significant improvements (p<0.05) were observed in endorsement for six and four of the assisting actions postcourse and at follow-up, respectively. Course content was rated as being somewhat (3.4%), mostly (13.8%) or very (82.7%) culturally appropriate by participants who identified as Aboriginal and/or Torres Strait Islander.ConclusionsThe results of this uncontrolled trial were encouraging, suggesting that the Talking About Non-Suicidal Self-Injury course was able to improve participants’ attitudes, confidence and intended assisting actions.
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Yadav, Uday Narayan, Matthew Smith, Jason Agostino, Victoria Sinka, Leonie Williamson, Rosemary Wyber, Danielle C. Butler, et al. "Understanding the implementation of health checks in the prevention and early detection of chronic diseases among Aboriginal and Torres Strait Islander people in Australia: a realist review protocol." BMJ Open 13, no. 6 (June 2023): e071234. http://dx.doi.org/10.1136/bmjopen-2022-071234.
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IntroductionChronic disease remains the leading cause of morbidity and mortality among Aboriginal and Torres Strait Islander peoples in Australia. Regular structured, comprehensive health assessments are available to Aboriginal and Torres Strait Islander people as annual health checks funded through the Medicare Benefits Schedule. This realist review aims to identify context-specific enablers and tensions and contribute to developing an evidence framework to guide the implementation of health checks in the prevention and early detection of chronic diseases for Aboriginal and Torres Strait Islander people.Methods and analysisThe review will involve the following steps: (1) Aboriginal and Torres Strait Islander engagement and research governance; (2) defining the scope of the review; (3) search strategy; (4) screening, study selection and appraisal; (5) data extraction and organisation of evidence; (6) data synthesis and drawing conclusions. This realist review will follow the Realist and MEta-narrative Evidence Syntheses: Evolving Standards guidance and will be reported as set up by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols statement. The realist programme theory will be developed through a literature review using multiple database searches from 1 November 1999 to 31 June 2022, limited to the English language, and stakeholder consultation, which will be refined throughout the review process. The study findings will be reported by applying the context–mechanism–outcome configuration to gain a deeper understanding of context and underlying mechanisms that influence the implementation of health checks in the prevention and early detection of chronic diseases among Aboriginal and Torres Strait Islander people in Australia.Ethics and disseminationEthical approval is not required as this review will be using secondary data. Findings will be published in a peer-reviewed journal and presented at scientific conferences.Systematic review registrationThe review protocol has been registered on the international prospective register of systematic reviews: CRD42022326697.
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Taylor, Pauline. "Doing it Differently. Link and Learn — the work of the Indigenous Education and Training Alliance." Australian Journal of Indigenous Education 30, no. 1 (2002): 43–52. http://dx.doi.org/10.1017/s1326011100001708.
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The Indigenous Education and Training Alliance (IETA) is a staff college of Education Queensland. Its primary focus is to broker and deliver professional development to educators around the policies contained within Partners for Success: strategy for the continuous improvement of education and employment outcomes for Aboriginal and Torres Strait Islander Peoples in Education Queensland (Education Queensland, 2000b). This paper describes how IETA's work to support one of the policies, Literacy for Aboriginal and Torres Strait Islander Students, has been theorised and enacted. It also discusses the organisation's successes and challenges in the significant area of language and literacy pedagogy for Indigenous students.
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Kum Sing, Selma, Daniel McDonough, and James Charles. "Health Website Evaluation - An Aboriginal and Torres Strait Islander Perspective: Assessing Quality and Cultrability of Health Websites in a Covid-19 Pandemic: A Literature Review." Journal of the Australian Indigenous HealthInfoNet 2, no. 3 (2021): 1–19. http://dx.doi.org/10.14221/aihjournal.v2n3.6.
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Introduction Health Websites have been used to improve the health and wellbeing of people since the internet was widely available to the world’s populations. The development of websites by health practitioners, hospitals, and governments has continued to grow over the past 20 years. Due to the restriction of movement and gatherings for populations globally caused by Covid-19, there has been a reliance on health information being disseminated via health websites. However, there has been little investigation into the appropriateness of health websites for Aboriginal and Torres Strait Islander communities. Aim Review literature on digital resources and evaluate health websites based on functionality, navigation, and usability. Assess the cultrability of the website design from an Aboriginal and Torres Strait Islander perspective and develop some evidence-based principles that can be used when designing and developing health websites for Aboriginal and Torres Strait Islander Peoples. Method The literature review explores essential website evaluation criteria and frameworks for assessing design, functionality, navigation, and usability. In addition, literature search for website evaluations of global Indigenous cultural appropriate design and content. The literature search accessed several databases i.e., Emerald, EBSCOhost, Medline Ovid, CINHAL and Google Scholar. Additional searches using Clinical Knowledge Networks Federation accessed through the Townsville Hospital Health Library. The search produced a total of 534 articles, and 14 were deemed relevant for inclusion. Discussion The thematic analysis identified that Indigenous global presence on the Internet has been extensive, and the most successful examples were developed in collaboration with Indigenous Peoples. A comprehensive evaluation of website content is paramount in validating the appropriateness of communication and engagement with Aboriginal and Torres Strait Islander People. A customer/end user model of evaluation is the recommended type of evaluation for websites intending to target Aboriginal and Torres Strait Islander People. There are significant challenges for Aboriginal and Torres Strait Islander People navigating digital technology and websites, especially families living in rural and remote areas. These difficulties are not being addressed by services or governments to alleviate these barriers. Conclusion Aboriginal and Torres Strait Islander Peoples are actively involved in digital technology and websites, however their experience on the internet has been challenging and disempowering. The evidence provided alluded to negative experiences and constant challenges to have a growing presence in the digital space. The studies showed no evidence of Aboriginal and Torres Strait Islander People’s experience of website design, or development, which demonstrated positive outcomes or future developments in this area. Improving health, health literacy and health services will take a collaborative effort across all areas of health and education. Indigenous knowledges in all its forms must be protected and respected through intellectual property and reciprocity with websites and digital resources.
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Fleet, Alma, Ros Kitson, Bevan Cassady, and Ross Hughes. "University-Qualified Indigenous Early Childhood Teachers." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 17–25. http://dx.doi.org/10.1177/183693910703200304.
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DEMONSTRATING PERSISTENCE and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of ‘both ways’ learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualiflcations and extend their professional contributions.
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McCaskill, R. "Parent Involvement in Education: What Local Groups Can Achieve." Aboriginal Child at School 15, no. 1 (March 1987): 24–27. http://dx.doi.org/10.1017/s0310582200014747.
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Scott, Robert, Regina Foster, Lisa N. Oliver, Anna Olsen, Julie Mooney-Somers, Bradley Mathers, Joanne M. Micallef, John Kaldor, and Lisa Maher. "Sexual risk and healthcare seeking behaviour in young Aboriginal and Torres Strait Islander people in North Queensland." Sexual Health 12, no. 3 (2015): 194. http://dx.doi.org/10.1071/sh14092.
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Background Compared with non-Indigenous Australians, Aboriginal and Torres Strait Islander people have higher rates of sexually transmissible infections (STI). The identification of the sexual risk and healthcare seeking behaviours of young Aboriginal and Torres Strait Islander people in a regional Australian setting was sought. Methods: A cross-sectional survey of 155 young Aboriginal and Torres Strait Islander people (16–24 years) in Townsville was conducted. Results: Most participants (83%) reported ever having had sex, with a median age of 15 years at first sex and a range from 9 to 22 years. While young men reported more sexual partners in the last 12 months than young women, they were also more likely to report condom use at the last casual sex encounter (92% vs 68%, P = 0.006). Young women were significantly more likely than young men to report never carrying condoms (35% vs 16%); however, they were more likely to have had STI testing (53% vs 28%, P = 0.004). Of those reporting previous STI testing, 29% reported ever being diagnosed with an STI. Conclusions: The sample of young Aboriginal and Torres Strait Islander people reported an early age at first sex, variable condom use and low uptake of STI testing. The high prevalence of self-reported STI diagnoses indicate a need for opportunistic sexual health education and efforts designed to promote the uptake of STI screening in this group.
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Wright, Kathleen M., Joanne Dono, Aimee L. Brownbill, Odette Pearson (nee Gibson), Jacqueline Bowden, Thomas P. Wycherley, Wendy Keech, et al. "Sugar-sweetened beverage (SSB) consumption, correlates and interventions among Australian Aboriginal and Torres Strait Islander communities: a scoping review." BMJ Open 9, no. 2 (February 2019): e023630. http://dx.doi.org/10.1136/bmjopen-2018-023630.
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ObjectivesSugar-sweetened beverage (SSB) consumption in Australian Aboriginal and Torres Strait Islander people is reported to be disproportionally high compared with the general Australian population. This review aimed to scope the literature documenting SSB consumption and interventions to reduce SSB consumption among Australian Aboriginal and Torres Strait Islander people. Findings will inform strategies to address SSB consumption in Aboriginal and Torres Strait Islander communities.MethodsPubMed, SCOPUS, CINAHL, Informit, Joanna Briggs Institute EBP, Mura databases and grey literature were searched for articles published between January 1980 and June 2018. Studies were included if providing data specific to an Australian Aboriginal and/or Torres Strait Islander population’s SSB consumption or an intervention that focused on reducing SSB consumption in this population.DesignSystematic scoping review.Results59 articles were included (1846 screened). While reported SSB consumption was high, there were age-related and community-related differences observed in some studies. Most studies were conducted in remote or rural settings. Implementation of nutrition interventions that included an SSB component has built progressively in remote communities since the 1980s with a growing focus on community-driven, culturally sensitive approaches. More recent studies have focused exclusively on SSB consumption. Key SSB-related intervention elements included incentivising healthier options; reducing availability of less-healthy options; nutrition education; multifaceted or policy implementation (store nutrition or government policy).ConclusionsThere was a relatively large number of studies reporting data on SSB consumption and/or sales, predominantly from remote and rural settings. During analysis it was subjectively clear that the more impactful studies were those which were community driven or involved extensive community consultation and collaboration. Extracting additional SSB-specific consumption data from an existing nationally representative survey of Aboriginal and Torres Strait Islander people could provide detailed information for demographic subgroups and benchmarks for future interventions. It is recommended that a consistent, culturally appropriate, set of consumption measures be developed.
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Barlow, Alex. "Equality or Equity? : Education for Aboriginal and Torres Strait Islander Futures." Aboriginal Child at School 18, no. 4 (September 1990): 19–35. http://dx.doi.org/10.1017/s1326011100600376.
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The Hon. John Dawkins (then) Minister for Employment, Education and Training, launched the Aboriginal Education Policy at a grand event in the Committee Room at Parliament House on 26th October 1989. The Prime Minister blessed the occasion with his presence and a short speech. Three of the former Chairs of the the National Aboriginal Education Committee were there, as were Aboriginal and Torres Strait Islander educationists from most Australian states. Only New South Wales, which decided to boycott the launch, wasn’t officially represented.There are two reasons for calling the policy that the Minister launched the Aboriginal Education Policy. Firstly, because it is the first policy formally endorsed by any National government; and secondly, because it responds to the call made in the 1988 Report of the Aboriginal Education Policy Task Force, for a concerted national effort – to achieve broad equity between Aboriginal people and other Australians in access, participation and outcomes at all stages of education. (National Aboriginal and Torres Strait Islander Education Policy, 1989: 1.2.6 – Draft).
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Guenther, John, and Samuel Osborne. "Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools." Australian Journal of Indigenous Education 49, no. 2 (January 15, 2020): 163–70. http://dx.doi.org/10.1017/jie.2019.28.
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AbstractOver the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.
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Day, Madi. "Indigenist Origins." TSQ: Transgender Studies Quarterly 7, no. 3 (August 1, 2020): 367–73. http://dx.doi.org/10.1215/23289252-8553006.
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Abstract Indigenous queer and trans studies will be available as part of the Indigenous Studies major in the Bachelor of Arts program at Macquarie University beginning February 2020. Institutionalization of Indigenous queer and trans studies occurs in a context in which education and institutionalization have been tools of settler colonialism used against Aboriginal and Torres Strait Islander people. This article considers Aboriginal and Torres Strait Islander engagement with institutions in the discipline of Indigenous studies, and what this means for Indigenous queer and trans studies as it emerges in a tradition of Indigenist and decolonial thought.
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Townsend, Philip. "Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women." Australian Journal of Indigenous Education 44, no. 2 (September 30, 2015): 139–49. http://dx.doi.org/10.1017/jie.2015.26.
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This paper outlines PhD research which suggests mobile learning fits the cultural philosophies and roles of Aboriginal and Torres Strait Islander women who are preservice teachers in the very remote Australian communities where the research was conducted. The problem which the research addresses is the low completion rates for two community-based Initial Teacher Education (ITE) programs in South Australia (SA) and Queensland (Qld). Over the past decade, the national completion rate of Aboriginal and Torres Strait Islander students in teacher training was 36 per cent, and in these two community-based programs it was less than 15 per cent. This paper identifies the perceptions of the benefits of using mobile devices by Aboriginal and Torres Strait Islander women who are preservice teachers in very remote communities. They report ways in which mobile learning supports their complex roles and provides pragmatic positive outcomes for their tertiary study in remote locations. The paper describes the apparent alignment between mobile learning and cosmology, ontology, epistemology and axiology, which may underpin both the popularity of mobile devices and the affordances of mobile learning.
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Browne, Jennifer, Karen Adams, Petah Atkinson, Deborah Gleeson, and Rick Hayes. "Food and nutrition programs for Aboriginal and Torres Strait Islander Australians: an overview of systematic reviews." Australian Health Review 42, no. 6 (2018): 689. http://dx.doi.org/10.1071/ah17082.
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Objective To provide an overview of previous reviews of programs that aimed to improve nutritional status or diet-related health outcomes for Aboriginal and Torres Strait Islander peoples, in order to determine what programs are effective and why. Methods A systematic search of databases and relevant websites was undertaken to identify reviews of nutrition interventions for Aboriginal and Torres Strait Islander Australians. Pairs of reviewers undertook study selection and data extraction and performed quality assessment using a validated tool. Results Twelve papers reporting 11 reviews were identified. Two reviews were rated high quality, three were rated medium and six were rated low quality. The reviews demonstrated that a positive effect on nutrition and chronic disease indicators can be a result of: 1) incorporating nutrition and breastfeeding advice into maternal and child health care services; and 2) multifaceted community nutrition programs. The evidence suggests that the most important factor determining the success of Aboriginal and Torres Strait Islander food and nutrition programs is community involvement in (and, ideally, control of) program development and implementation. Conclusions Community-directed food and nutrition programs, especially those with multiple components that address the underlying causes of nutrition issues, can be effective in improving nutrition-related outcomes. What is known about the topic? More effective action is urgently required in order to reduce the unacceptable health inequalities between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. Food insecurity and nutrition-related chronic conditions are responsible for a large proportion of the ill health experienced by Australia’s First Peoples. What does this paper add? This narrative overview of 11 reviews published between 2005 and 2015 provides a synthesis of the current evidence for improving Aboriginal and Torres Strait Islander nutrition across the lifespan. The findings suggest that community-based and community-controlled programs, especially those with multiple components that address the underlying causes of nutrition issues, have the greatest potential to improve nutrition-related health outcomes. What are the implications for practitioners? Food and nutrition programs that are initiated and designed by local Aboriginal and Torres Strait Islander people are most likely to be effective. Nutrition and breastfeeding education and advice should be consistently incorporated into maternal and child healthcare services. Nutrition issues should be addressed through multifaceted approaches that address improving individual knowledge and skills, as well as strategies that increase access to nutritious food and provide a healthy food environment.
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Garvey, Gail, Kirsten Howard, Darren Garvey, Michelle Dickson, M. Howell, Tamara L. Butler, Yvonne Cadet-James, et al. "What Matters to Aboriginal and Torres Strait Islander Youth (WM2Y): a study protocol to develop a national youth well-being measure." BMJ Open 14, no. 3 (March 2024): e076119. http://dx.doi.org/10.1136/bmjopen-2023-076119.
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IntroductionAdolescents face challenges associated with unprecedented environmental, social and technological changes. The impacts of colonisation, intergenerational trauma, racism and socioeconomic disadvantage intensify these challenges for many Aboriginal and Torres Strait Islander adolescents. However, Aboriginal and Torres Strait Islander adolescents also have cultural, spiritual, family and community capital that fosters their well-being.To date, little research has focused on understanding and appropriately measuring the well-being of Aboriginal and Torres Strait Islander adolescents, a pivotal factor in informing and guiding programmes and interventions that support them. This study will identify the domains of well-being and develop a new preference-based well-being measure based on the values and preferences of Aboriginal and Torres Strait Islander youth (aged 12–17 years).Methods and analysisThis project will be conducted across three research phases: (1) qualitative exploration of well-being using PhotoYarning and yarns with adult mentors to develop candidate items; (2) Think Aloud study, quantitative survey, psychometric analysis, validity testing of candidate items and finalisation of the descriptive system; and (3) scoring development using a quantitative preference-based approach. A multinomial (conditional) logit framework will be used to analyse responses and generate a scoring algorithm for the new preference-based well-being measure.Ethics and disseminationEthics approvals have been obtained from: the Human Research Ethics Committees for each state and territory where data are being collected, the institutions where the research is being conducted and from the relevant Departments of Education. The new well-being measure will have wide applicability and can be used in assessing the effectiveness of programmes and services. This new national measure will ensure benefit and positive impact through the ability to identify and measure the aspects of well-being important to and valued by Aboriginal and Torres Strait Islander youth. Results will be published in international peer-reviewed journals and presented at conferences, and summaries will be provided to the study partner organisations and other relevant organisations.
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Lakhan, Prabha, Deborah Askew, Mark F. Harris, Corey Kirk, and Noel Hayman. "Understanding health talk in an urban Aboriginal and Torres Strait Islander primary healthcare service: a cross-sectional study." Australian Journal of Primary Health 23, no. 4 (2017): 335. http://dx.doi.org/10.1071/py16162.
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Health literacy is an important determinant of health status. This cross-sectional study aimed to describe the prevalence of adequate health literacy among Aboriginal and Torres Strait Islander patients or their carers including parents of sick children attending an urban primary healthcare clinic in Australia, and their experiences of communication with General Practitioners (GPs). A questionnaire, including questions from the Brief Health Literacy Screen (BHLS) and questions from the Consumer Assessment of Healthcare Providers and Systems (CAHPS): Communication with Provider, was administered to 427 participants. Descriptive statistics, Pearson’s Chi-Square test and logistic regression analysis were used to describe the prevalence and risk factors associated with health literacy and any associations between the CAHPS questions and health literacy. In total, 72% of participants had adequate health literacy. An age of ≥50 years was independently associated with inadequate health literacy, and completion of secondary or post-secondary schooling was protective. Communication questions that identified areas for improvement included less use of incomprehensible medical words and more frequent use of visual aids. The study provides useful information on health literacy among Aboriginal and Torres Strait Islander patients, or their carers, and their experiences of communication with GPs. Further population-based research is required to investigate the effect of health literacy on health outcomes of Aboriginal and Torres Strait Islander patients.
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Nakata, Martin, and Katelyn Barney. "Editorial." Australian Journal of Indigenous Education 47, no. 2 (November 29, 2018): iii—iv. http://dx.doi.org/10.1017/jie.2018.18.
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We are very pleased to bring you Volume 47, issue 2 of The Australian Journal of Indigenous Education. The theme of this year's NAIDOC week was ‘Because of her we can’ so it is appropriate that the first article in this volume focuses on the gendered stories of pathways through university by Aboriginal and Torres Strait Islander women. Using Ahmed's work on ‘wilfulness’, Rennie explores the resilience, resistance and persistence of seven female Aboriginal and Torres Strait Islander higher education students and considers the ways they negotiate pathways and success through university. Bright and Mackinlay also draw on the concept of ‘wilfulness’ to report on the successes and failures of a research project exploring mentoring programs for Aboriginal and Torres Strait Islander preservice teachers. They suggest that tensions are always present between the need to comply with the expectations of a Western academic institution while engaging in a wilful pursuit of the kinds of resistance that may be necessary in attempts at decoloniality. Also drawing on a decolonial lens, McDowall explore how preservice teachers position themselves and how they consider their relationships and ethical responsibilities in the field of Indigenous education. Pre-service teachers in different context are the focus of Torepe and Manning who examine the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools.
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Andersen, Clair, Ann Edwards, and Brigette Wolfe. "Finding Space and Place: Using Narrative and Imagery to Support Successful Outcomes for Aboriginal and Torres Strait Islander People in Enabling Programs." Australian Journal of Indigenous Education 46, no. 1 (May 25, 2016): 1–11. http://dx.doi.org/10.1017/jie.2016.11.
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‘Riawunna’ is an Aboriginal word meaning ‘a place of learning’ for Aboriginal people, from entry level to tertiary studies, at the University of Tasmania (UTAS) and operates on Hobart, Launceston and Burnie campuses. The Riawunna Centre was established to encourage Aboriginal people to aspire to higher levels of education, and to support them to be successful in their chosen course of study. One strategy developed to support the participation, retention and success of Aboriginal and Torres Strait Islander people is the Murina program. During the four year period between 2010 and 2013 every student at UTAS who graduated from the Murina program and chosen to enrol in undergraduate studies has been successful in completing their courses. One of the tools used to achieve this result is the strong use of narrative and images in our teaching. This whole-person approach to teaching resonates culturally with Aboriginal and Torres Strait Islander people, but is also applicable to any student of any culture, especially those who come to university tentatively and with low expectations of what they can achieve.
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Boughton, Bob. "Popular EducationforAdult LiteracyandHealth DevelopmentinIndigenous Australia." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 103–9. http://dx.doi.org/10.1375/s1326011100000648.
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AbstractThe focus of this paper is adult literacy, and the impact this has on Aboriginal and Torres Strait Islander individual and community health. It directs attention to those Aboriginal and Torres Strait Islander young people and adults who have not benefited from the formal school education system, and who, as a consequence, have very low levels of basic English language literacy. Analysing data from a range of sources, I suggest that these people comprise as much as 35% of the Aboriginal and Torres Strait Islander adult population nationally, and a much bigger proportion in some communities and regions. Moreover, they are key to improving overall health outcomes in the population as a whole, because they are among the people most at risk. Drawing on research in countries of the global South over recent decades, the paper then suggests that one of the most effective ways to improve health outcomes and foster health development is through a popular mass adult literacy campaign. Popular education is not formal education, of the kind provided by schools, TAFEs and universities. It is “non-formal” education, provided on a mass scale, to people in marginalised and disadvantaged communities, as part of wider social and political movements for equality. The paper concludes that this is the most appropriate form of education to deal with the massive social and economic inequality at the heart of the social determinants of Indigenous health.
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Mackinlay, Elizabeth, Kristy Thatcher, and Camille Seldon. "Understanding Social and Legal Justice Issues for Aboriginal Women within the Context of an Indigenous Australian Studies Classroom: a Problem-based Learning Approach." Australian Journal of Indigenous Education 33 (2004): 23–30. http://dx.doi.org/10.1017/s1326011100600832.
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AbstractProblem-based learning (PBL) is a pedagogical approach in which students encounter a problem and systematically set about finding ways to understand the problem through dialogue and research. PBL is an active process where students take responsibility for their learning by asking their own questions about the problem and in this paper we explore the potential of PBL as a “location of possibility” (hooks, 1994, p. 207) for an engaged, dialogic, reflective and critical classroom. Our discussion centres on a course called ABTS2010 Aboriginal Women, taught by the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland where PBL is used frequently, and a specific PBL package entitled Kina v R aimed at exploring social and legal justice issues for Indigenous Australian women. From both a historical and contemporary perspective, we consider the types of understandings made possible about justice for Aboriginal and Torres Strait Islander women for students in the course through the use of a PBL approach.
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Rhodes, David, and Matt Byrne. "Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs." Social Inclusion 9, no. 2 (April 15, 2021): 30–41. http://dx.doi.org/10.17645/si.v9i2.3822.
Full textAbstract:
Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people.
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Smith, Arthur. "Becoming Expert in the World of Experts: Factors Affecting Aboriginal and Torres Strait Islander Participation and Career Path Development in Australian Universities." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 1–6. http://dx.doi.org/10.1017/s1326011100002702.
Full textAbstract:
In the recent history of Australia Aborigines and Torres Strait Islanders have only had widespread access to a university education for approximately 20 years. Before this, Indigenous graduates from Australian universities were relatively few. Universities were seen as complex, often alien places in Indigenous cultural terms; institutions of European Australian social empowerment and credentialling from which Aboriginal and Torres Strait Islander staff and students were virtually excluded.
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Bainbridge, Roxanne. "Integrated care pathways between primary, secondary and tertiary health care for Aboriginal and Torres Strait Islander Australians." International Journal of Integrated Care 23, S1 (December 28, 2023): 622. http://dx.doi.org/10.5334/ijic.icic23573.
Full textAbstract:
Empirical evidence and current policy documents strongly indicate a requirement for greater healthcare integration for Aboriginal and Torres Strait Islander people as an extension of the current coordinated care models. System fragmentation and the documented evidence of inadequate care transitions of many Aboriginal and Torres Strait Islander patients test the adequacy and flexibility of health systems to provide access and effective, efficient and appropriate care. Integration across organisations and sectors in the health system is necessary for coordinated patient-centred care that improves patient experiences and health outcomes and adds value to the system by delivering efficiencies. In this project, we aimed to better understand integrated care as a significant quality improvement approach in delivering care between the primary, secondary and tertiary care systems for Aboriginal and Torres Strait Islander people as the first step to real-world design and implementation. Firstly, we used a ‘participatory’ systematic review methodology to identify care processes and effective components needed to support integrated care models between primary, secondary and tertiary care. We focused on the processes involved in its implementation, delivery, and outcomes and impact to develop a conceptual model. Engagement with healthcare providers and community members grounded the theoretical model in real-world contexts. We then tested the model using a jury approach and wargaming, a soft simulation method. The structural reforms needed to ensure effective multistakeholder, multilevel integrated care implementation were identified and priority setting for implementation considered. We will present the developed integrated care model and discuss the inherent opportunities and challenges for implementation.