Journal articles on the topic 'Aboriginal Australians – Education – Western Australia'
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1
Barnes, A. L. "Learning Preferences of Some Aboriginal and Torres Strait Islander Students in the Veterinary Program." Australian Journal of Indigenous Education 28, no. 1 (December 2000): 8–16. http://dx.doi.org/10.1017/s1326011100001241.
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In 1989, a Professional Education Program for Aboriginal and Torres Strait Islander people (PEPA) was established at Murdoch University in Western Australia, to encourage the participation, retention and success of Indigenous Australians in studying for and qualifying as Veterinarians.
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Nakata, Martin, and Elizabeth Mackinlay. "Editorial." Australian Journal of Indigenous Education 44, no. 2 (October 7, 2015): iii. http://dx.doi.org/10.1017/jie.2015.28.
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This special issue of The Australian Journal of Indigenous Education presents a second volume of papers which specifically address the issue of remote education for Indigenous Australians. ‘Red Dirt Revisited’, edited by John Guenther, presents findings from his team working on the Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP). Focusing on a number of remote Aboriginal and Torres Strait Islander educational sites in the Northern Territory, Western Australia and South Australia, the RES project is now in its final stages and the main intention behind this special issue is to share significant findings from this important research. Much of the work presented here is by postgraduate students and AJIE is very pleased to be able to provide a voice and forum to support and ‘grow’ early career researchers in our field.
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Folds, Ralph. "Aboriginal crime at the cultural interface in Central Australia." Crime, Media, Culture: An International Journal 15, no. 1 (December 6, 2017): 107–24. http://dx.doi.org/10.1177/1741659017743785.
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Very high levels of Australian Aboriginal offending, incarceration and recidivism have been analysed almost exclusively in terms of the classic association between crime rates and low socioeconomic status, poor education, unemployment and alcohol and substance abuse. This article draws on participatory research with Central Australian Aboriginal prisoners and former prisoners and their families to provide understandings of the difficulties both societies experience at the justice interface. It is argued that conflicting cultural precepts underpinning Australian Aboriginal and Western ideas of justice are significant in explaining the high rates of offending in Central Australia.
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Scrine, Clair, Brad Farrant, Carol Michie, Carrington Shepherd, and Michael Wright. "Raising strong, solid Koolunga: values and beliefs about early child development among Perth’s Aboriginal community." Children Australia 45, no. 1 (March 2020): 40–47. http://dx.doi.org/10.1017/cha.2020.7.
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AbstractThere is a paucity of published information about conceptions of Aboriginal child rearing and development among urban dwelling Nyoongar/Aboriginal people in Australia. We detail the unique findings from an Aboriginal early child development research project with a specific focus on the Nyoongar/Aboriginal community of Perth, Western Australia. This research significantly expands the understanding of a shared system of beliefs and values among Nyoongar people that differ in important ways from those of the broader Australian (Western) society. Consistent with the findings of research with other Aboriginal groups in Australia, and internationally, our work challenges assumptions underpinning a range of early childhood development policies and highlights the implications of cultural biases and misunderstandings among non-Aboriginal professionals in child and family services, education and other settings.
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Durey, A., D. McAullay, B. Gibson, and L. M. Slack-Smith. "Oral Health in Young Australian Aboriginal Children." JDR Clinical & Translational Research 2, no. 1 (September 27, 2016): 38–47. http://dx.doi.org/10.1177/2380084416667244.
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Despite dedicated government funding, Aboriginal Australians, including children, experience more dental disease than other Australians, despite it being seen as mostly preventable. The ongoing legacy of colonization and discrimination against Aboriginal Australians persists, even in health services. Current neoliberal discourse often holds individuals responsible for the state of their health, rather than the structural factors beyond individual control. While presenting a balanced view of Aboriginal health is important and attests to Indigenous peoples’ resilience when faced with persistent adversity, calling to account those structural factors affecting the ability of Aboriginal people to make favorable oral health choices is also important. A decolonizing approach informed by Indigenous methodologies and whiteness studies guides this article to explore the perceptions and experiences of Aboriginal parents ( N = 52) of young children, mainly mothers, in Perth, Western Australia, as they relate to the oral health. Two researchers, 1 Aboriginal and 1 non-Aboriginal, conducted 9 focus group discussions with 51 Aboriginal participants, as well as 1 interview with the remaining individual, and independently analyzed responses to identify themes underpinning barriers and enablers to oral health. These were compared, discussed, and revised under key themes and interpreted for meanings attributed to participants’ perspectives. Findings indicated that oral health is important yet often compromised by structural factors, including policy and organizational practices that adversely preclude participants from making optimal oral health choices: limited education about prevention, prohibitive cost of services, intensive marketing of sugary products, and discrimination from health providers resulting in reluctance to attend services. Current government intentions center on Aboriginal–non-Aboriginal partnerships, access to flexible services, and health care that is free of racism and proactively seeks and welcomes Aboriginal people. The challenge is whether these good intentions are matched by policies and practices that translate into sustained improvements to oral health for Aboriginal Australians. Knowledge Transfer Statement: Slow progress in reducing persistent oral health disparities between Aboriginal and non-Aboriginal Australians calls for a new approach to this seemingly intractable problem. Findings from our qualitative research identified that structural factors—such as cost of services, little or no education on preventing oral disease, and discrimination by health providers—compromised Aboriginal people’s optimum oral health choices and access to services. The results from this study can be used to recommend changes to policies and practices that promote rather than undermine Aboriginal health and well-being and involve Aboriginal people in decisions about their health care.
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Rashidi, Amineh, Peter Higgs, and Susan Carruthers. "Factors affecting hepatitis C treatment intentions among Aboriginal people in Western Australia: a mixed-methods study." Australian Health Review 44, no. 5 (2020): 755. http://dx.doi.org/10.1071/ah19194.
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ObjectiveThe aim of this study was to identify the hepatitis C treatment intentions of Aboriginal people living with hepatitis C virus (HCV) in Western Australia. MethodsThis study used a mixed-methods design. In the cross-sectional survey, 123 Aboriginal people who inject drugs and self-report as living with hepatitis C completed a purpose-designed questionnaire. In the qualitative phase, 10 participants were interviewed about the factors influencing their future intentions to undertake hepatitis C treatment. ResultsAnalysis of the survey data revealed significant associations between an intention to undertake hepatitis C treatment and support, community attachment, stable housing and stigma. In addition, there was a high overall level of expressed intention to undertake HCV treatment, with 54% of participants responding positively. Analysis of the qualitative data supported quantitative findings, revealing concerns about stigma, lack of social support and unstable housing as factors affecting the intention to undertake hepatitis C treatment. ConclusionThis mixed methods study with Aboriginal people living with self-reported HCV indicates interventions focused on reducing stigma and unstable housing could positively affect hepatitis C treatment intentions. These findings have implications for developing holistic programs to promote and support people on hepatitis C treatment. What is known about the topic?Substantial knowledge gaps need to be resolved if HCV elimination among Aboriginal Australians is to be achieved. Current research has prioritised non-Aboriginal communities. What does this paper add?This study found that stigma and unstable housing require attention if Aboriginal Australians are to obtain the full benefits of direct acting antiviral (DAA) hepatitis C treatment. What are the implications for practitioners?Reducing stigma (in the primary healthcare setting) and providing access to stable housing are vital components of supportive, non-judgemental and culturally appropriate care for Aboriginal people. This study highlights the importance of education for nurses and other primary care providers to increase engagement in the hepatitis cascade of care. To achieve this, scaling-up of HCV treatment engagement, trained Aboriginal community healthcare workers and HCV treatment advocates must mobilise and support Aboriginal people to avoid the negative effects of stigma, build positive and enabling relationships and reinforce positive attitudes towards DAA hepatitis C treatment.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Boughton, Bob, Donna Ah Chee, Jack Beetson, Deborah Durnan, and Jose Chala LeBlanch. "An Aboriginal Adult Literacy Campaign Pilot Study in Australia using Yes I Can." Literacy and Numeracy Studies 21, no. 1 (June 24, 2013): 5–32. http://dx.doi.org/10.5130/lns.v21i1.3328.
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In 2012, the remote Aboriginal community of Wilcannia in western NSW hosted the first Australian pilot of a Cuban mass adult literacy campaign model known as Yes I Can. The aim was to investigate the appropriateness of this model in Aboriginal Australia. Building on an intensive community development process of ‘socialisation and mobilisation’, sixteen community members with very low literacy graduated from the basic literacy course, with the majority continuing on into post-literacy activities, further training and/or employment. The pilot was initiated by the National Aboriginal Adult Literacy Campaign Steering Committee (NAALCSC) consisting of Aboriginal leaders from the education and health sectors, and managed by the University of New England (UNE), working in partnership with the Wilcannia Local Aboriginal Land Council as the local lead agency. The pilot was supported by a Cuban academic who came to Australia for this purpose, and included a Participatory Action Research (PAR) evaluation led by the UNE Project Manager. In this paper, members of the project team and the NAALCSC describe the pilot and reflect on its outcomes.
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McConvell, Patrick. "Aboriginal language programmes and language maintenance in the Kimberley." Volume 3 3 (January 1, 1986): 108–22. http://dx.doi.org/10.1075/aralss.3.07mcc.
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Different types of language programmes for indigenous Australian languages should be developed to suit different language situations. Programmes are here divided into three types: Bilingual Education, Language Maintenance and Language Renewal. The Kija language of Warrmarn community, Western Australia is cited as an example of a situation requiring a Language Maintenance programme. In Language Maintenance programmes thought needs to be given to the intended function of the target language in the future. Consideration of this question tends to favour an approach which emphasizes cultural maintenance and the oral side of the programme.
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Manifold, Andreana, David Atkinson, Julia V. Marley, Lydia Scott, Gavin Cleland, Paula Edgill, and Sally Singleton. "Complex diabetes screening guidelines for high-risk adolescent Aboriginal Australians: a barrier to implementation in primary health care." Australian Journal of Primary Health 25, no. 5 (2019): 501. http://dx.doi.org/10.1071/py19030.
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The aim of this study is to ascertain whether a simplified screening algorithm incorporating glycated haemoglobin (HbA1c) tests increases type 2 diabetes (T2D) screening in 10- to 14-year-old Aboriginal Australians presenting to primary healthcare (PHC) services. The study involved a 6-month pilot of a locally developed evidence-based screening algorithm in a remote Western Australian Kimberley town. A retrospective audit of electronic health records for the pilot period (27 June–26 December 2016) and a 6-month period before the screening algorithm was introduced (1 October 2015–31 March 2016) was conducted. Interviews were held with 30 PHC staff at participating PHC services, an Aboriginal Community Controlled Health Service (ACCHS) and a hospital-based general practice service. During the pilot, significantly more patients received an initial T2D screening test at the ACCHS (28/130 (22%) v. 50/139 (36%), P = 0.011), but there was no change at the hospital (0.02% v. 0.02%, P = 0.615). Staff feedback suggested measures to improve screening; these include simple guidelines, targeted screening, patient and staff education, point-of-care HbA1c tests and a whole-of-clinic approach to implementation. Implementing a screening algorithm for young-onset diabetes in Aboriginal Australians is challenging, but practical measures can be taken to improve screening.
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Dumont, Catherine, Lucy M. Butcher, Frances Foulkes-Taylor, Anna Bird, and Andrea Begley. "Effectiveness of Foodbank Western Australia’s Food Sensations® for Adults Food Literacy Program in Regional Australia." International Journal of Environmental Research and Public Health 18, no. 17 (August 25, 2021): 8920. http://dx.doi.org/10.3390/ijerph18178920.
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Background: Food Sensations for Adults, funded by the Western Australian Department of Health, is a four-week nutrition education program focused on food literacy, with demonstrated success amongst Western Australians. In the last two years, 25% of programs have been in regional and remote areas and therefore the aim of this research is to explore the impact of the program in regional areas. Methods: Participants answered validated pre- and post-questionnaires to assess change in food literacy behaviours (2016–2018). Results: Regional participants (n = 451) were more likely to live in low income areas, have lower education levels, and identify as Aboriginal, than metropolitan participants (n = 1398). Regional participants had statistically significantly higher food literacy behaviours in the plan and manage and preparation domains, and lower selection behaviours at baseline than metropolitan participants. Post program, regional participants showed matched improvements with metropolitan participants in the plan and manage, and preparation domains. Food selection behaviour results increased in both groups but were significantly higher in regional participants. Conclusions: The program demonstrates effective behaviour change in all participants; however, the increased disadvantage experienced by people residing outside of major cities highlights the need for additional government support in addressing regional specific barriers, such as higher food costs, to ensure participants gain maximum benefit from future food literacy programs.
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Mander, David J., Lynne Cohen, and Julie Ann Pooley. "‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 1 (April 22, 2015): 26–36. http://dx.doi.org/10.1017/jie.2015.3.
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This study explored the experiences of 32 male Aboriginal students from regional and remote towns and communities while they attended a metropolitan boarding school away from home and family in Perth, Western Australia. Using narrative interviews it specifically investigated how these Aboriginal students construct meaning around the transition experience to boarding school. Three major themes emerged from the data: (1) Decision Making and the subthemes of Choice-less Choice and Opportunity; (2) Organisational Climate and the subthemes of School Environment and Belonging, Culture Shock, Homesickness, Identity, Code Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer Relations; and (3) Relational Change and the subthemes of Family Dynamics, Friendships at Home, and Cultural Connectedness. This study emphasises the importance of conceptualising and understanding social phenomena from the perspective of those who actually undertake the experience, and the findings are discussed in terms of policy and practice relevant to Australian boarding schools.
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Malcolm, Ian G., and Judith Rochecouste. "Event and story schemas in australian aboriginal English discourse." English World-Wide 21, no. 2 (December 31, 2000): 261–89. http://dx.doi.org/10.1075/eww.21.2.05mal.
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The Yamatji people of Western Australia, although largely monolingual speakers of English, maintain an Aboriginal English variety for purposes of intra-group communication. A corpus of forty oral narratives by young Yamatji speakers was analysed and interpreted by a cross-cultural research team. Thirty-three of the texts were isolated as informed by four schemas: “travel”, “hunting”, “observing” and “encountering the unknown”. One text of each type is reproduced here, and the discourse strategies and markers involved are discussed. It is argued that the maintenance of these schemas (and associated genres) is related to longstanding cultural survival strategies and represents a skill which should be taken account of in education.
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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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Osborne, Sam, and John Guenther. "Red Dirt Thinking on Aspiration and Success." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 88–99. http://dx.doi.org/10.1017/jie.2013.17.
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This article sets the scene for the series of five articles on ‘red dirt thinking’. It first introduces the idea behind red dirt thinking as opposed to ‘blue sky thinking’. Both accept that there are any number of creative and expansive solutions and possibilities to identified challenges — in this case, the challenge of improving education in very remote Aboriginal and Torres Strait Island schools. However, the authors believe that creative thinking needs to be grounded in the reality of the local community context in order to be relevant. This article draws on emerging data from the Remote Education Systems project (a project within the Cooperative Research Centre for Remote Economic Participation — CRC-REP) and highlights further questions and challenges we wish to address across the life of the project. It is part of a collection of papers presented on the theme ‘Red Dirt Thinking’. The red dirt of remote Australia is where thinking for the CRC-REP's Remote Education Systems research project emerged. This article will examine the various public positions that exist in regard to the aspirations of young remote Aboriginal and Torres Strait Islander Australians, and consider the wider views that are held in terms of what constitutes educational ‘success’. We explore the models of thinking and assumptions that underpin this public dialogue and contrast these ideas to the ideas that are being shared by remote Aboriginal educators and local community members through the work of the Remote Education Systems project. We will consider the implications and relevance of the aspiration and success debate for the remote Australian context and propose approaches and key questions for improved practice and innovation in relation to delivering a more ‘successful’ education for remote students. The authors begin by posing the simple question: How would, and can remote educators build aspiration and success? The wisdom of several commentators on remote education in Australia is presented in terms of a set of simple solutions to a straightforward problem. The assumptions behind these simple solutions are often unstated, and part of this article's role is to highlight the assumptions that common arguments for solutions are premised on. Further to the above question, we will also consider the question: In remote communities where Aboriginal and Torres Strait Islander students live and learn, how is success defined? Is there language that corresponds to the western philosophical meanings of success? Having considered some possible alternatives, based on the early findings of the Remote Education Systems project research, the authors then pose the question: How would educators teach for these alternative measures of success? The answers to these questions are still forthcoming. However, as the research process reveals further insights in relation to these questions, it may be possible for all those involved in remote education to approach the ‘problem’ of remote education using a different lens. The lens may be smeared with red dirt, but it will enable people involved in the system to develop creative solutions in a challenging and rich environment.
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Sharrock, Peta, and Helen Lockyer. "One to One and Face to Face: A Community Based Higher Education Support Strategy Retaining Indigenous Australian University Students." Australian Journal of Indigenous Education 37, no. 1 (2008): 28–39. http://dx.doi.org/10.1017/s1326011100016069.
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AbstractLiterature relating to Indigenous Australian students in higher education highlights the need for improving the retention rates of Indigenous students in Australian universities. A cause for concern has been the increasing numbers of Indigenous Australian people experiencing lower progress and completion rates in comparison to non-Indigenous students. The literature suggests that flexible course delivery is a strategy for improving retention rates and participation. This research extends knowledge relating to the effectiveness of providing courses in flexible delivery mode as a retention strategy in Indigenous higher education. It investigates the “reverse block visit” component of a flexi-mode course delivered by the Centre for Aboriginal Studies at Curtin University of Technology in Perth, Western Australia. Initial findings suggest that this community based support strategy may be impacting positively on risk factors contributing to students withdrawing from their studies. Further research is required to explore the validity of this initial data and how the “reverse block visit” from Centre staff may be working to help students to decide to continue studying.
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Bat, Melodie, and John Guenther. "Red Dirt Thinking on Education: A People-Based System." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 123–35. http://dx.doi.org/10.1017/jie.2013.20.
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In Australia, the ‘remote education system’ presents itself as a simple system where the right inputs, such as quality teachers and leaders will engender the outputs that have been set by the system, such as certain levels of English literacy and numeracy. The system has measures in place, including national testing, to report on its success. For the most part, this system seems to be working quite well. However, this modelling breaks down when the education system of remote Australia is presented. This remote system is presented in much of the literature and in the press, as disadvantaged, under-resourced and underperforming. Reported results indicate that current activities are not bringing the desired outcomes. The so-called mainstream system makes adjustments using its model of input to output, but without success. There is a clear need for change. Just what this change might look like is the focus of this article. Theorising in this space is considered from two positions; the first being the published work of a number of Indigenous Australian educators and leaders writing in this space; the second, a consideration of western theorising using complex adaptive systems. Throughout the article, a metaphor of ‘red dirt thinking’ is applied as a mechanism to ground the thinking in the lives and lands of the Aboriginal and Torres Strait Islander peoples of remote Australia.
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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.
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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Vallesi, Shannen, Lisa Wood, Lyn Dimer, and Michelle Zada. "“In Their Own Voice”—Incorporating Underlying Social Determinants into Aboriginal Health Promotion Programs." International Journal of Environmental Research and Public Health 15, no. 7 (July 18, 2018): 1514. http://dx.doi.org/10.3390/ijerph15071514.
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Despite growing acknowledgement of the socially determined nature of health disparities among Aboriginal people, how to respond to this within health promotion programs can be challenging. The legacy of Australia’s assimilation policies have left profound consequences, including social marginalisation, limited educational opportunities, normalisation of premature death, and entrenched trauma. These social determinants, in conjunction with a reluctance to trust authorities, create barriers to accessing healthcare services for the prevention, treatment, and rehabilitation of chronic disease. The Heart Health program is a culturally sensitive cardiac rehabilitation program run at the local Aboriginal Medical Service in Perth, Western Australia that has since moved beyond cardiac education to provide a holistic approach to chronic disease management. A participatory action research framework was used to explore Heart Health participant and service provider perspectives on the barriers, enablers, and critical success factors to program participation and behaviour change. Thematic analysis of interview transcripts was undertaken, and through yarning (Aboriginal storytelling) sessions, many participants made unprompted reference to the impacts of white settlement, discrimination, and the forced fracturing of Aboriginal families, which have been explored in this paper reiterating the need for a social determinants lens to be taken when planning and implementing Aboriginal health promotion programs.
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Wagner, Bree, James P. Fitzpatrick, Trevor G. Mazzucchelli, Martyn Symons, Heather Carmichael Olson, Tracy Jirikowic, Donna Cross, et al. "Study protocol for a self-controlled cluster randomised trial of the Alert Program to improve self-regulation and executive function in Australian Aboriginal children with fetal alcohol spectrum disorder." BMJ Open 8, no. 3 (March 2018): e021462. http://dx.doi.org/10.1136/bmjopen-2017-021462.
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IntroductionWhile research highlights the benefits of early diagnosis and intervention for children with fetal alcohol spectrum disorders (FASD), there are limited data documenting effective interventions for Australian children living in remote communities.Methods and analysisThis self-controlled cluster randomised trial is evaluating the effectiveness of an 8-week Alert Program school curriculum for improving self-regulation and executive function in children living in remote Australian Aboriginal communities. Children in grades 1–6 attending any of the eight participating schools across the Fitzroy Valley in remote North-West Australia (N≈ 363) were invited to participate. Each school was assigned to one of four clusters with clusters randomly assigned to receive the intervention at one of four time points. Clusters two, three and four had extended control conditions where students received regular schooling before later receiving the intervention. Trained classroom teachers delivered the Alert Program to students in discrete, weekly, 1-hour lessons. Student outcomes were assessed at three time points. For the intervention condition, data collection occurred 2 weeks immediately before and after the intervention, with a follow-up 8 weeks later. For control conditions in clusters two to four, the control data collection matched that of the data collection for the intervention condition in the preceding cluster. The primary outcome is change in self-regulation. FASD diagnoses will be determined via medical record review after the completion of data collection. The results will be analysed using generalised linear mixed modelling and reported in accordance with Consolidated Standards of Reporting Trials (CONSORT) guidelines.Ethics and disseminationEthical approval was obtained from the University of Western Australia (WA) (RA/4/1/7234), WA Aboriginal Health Ethics Committee (601) and WA Country Health Service (2015:04). The Kimberley Aboriginal Health Planning Forum Research Sub-Committee and WA Department of Education also provided approval. The results will be disseminated through peer-reviewed journals, conference presentations, the media and at forums.Trial registration numberACTRN12615000733572; Pre-results.
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Wagner, Bree, Heather Carmichael Olson, Martyn Symons, Trevor G. Mazzucchelli, Tracy Jirikowic, Jane Latimer, Rochelle Watkins, et al. "Improving self-regulation and executive functioning skills in primary school children in a remote Australian Aboriginal community: A pilot study of the Alert Program®." Australian Journal of Education 63, no. 1 (February 1, 2019): 98–115. http://dx.doi.org/10.1177/0004944119826206.
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Self-regulation and executive functioning impairments are common in children with fetal alcohol spectrum disorder. Given the high rates of fetal alcohol spectrum disorder identified amongst children living in the remote Fitzroy Valley region of Western Australia, the Alert Program® was identified as a culturally safe intervention for use in local primary schools. Researchers collaborated with Aboriginal Elders, community members, and staff from a Fitzroy Valley primary school to trial the Alert Program®. Teachers were trained to deliver eight Alert Program® lessons to children in class. Self-regulation and executive functioning were measured using teacher and parent/caregiver questionnaires three times. Data were analyzed using repeated-measures ANOVA. Teacher-led delivery of the Alert Program® was feasible in a region with high fetal alcohol spectrum disorder rates. As measured by teacher and parent/caregiver ratings, this curriculum may improve the self-regulation and executive functioning of children for some outcomes and provide sustained effects for some children. This community partnered pilot research, evaluated a school-based program to reduce the behavioral impact of fetal alcohol spectrum disorder, and informed design of a larger trial across eight Aboriginal community schools.
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Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.
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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
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Hamilton, Sharynne Lee, Sarah Maslen, David Best, Jacinta Freeman, Melissa O'Donnell, Tracy Reibel, Raewyn Mutch, and Rochelle Watkins. "Putting ‘Justice’ in Recovery Capital: Yarning about Hopes and Futures with Young People in Detention." International Journal for Crime, Justice and Social Democracy 9, no. 2 (January 20, 2020): 20–36. http://dx.doi.org/10.5204/ijcjsd.v9i2.1256.
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Aboriginal and Torres Strait Islander young people are over-represented in Australian youth detention centres and the justice system. In contrast to deficit-focused approaches to health and justice research, this article engages with the hopes, relationships and educational experiences of 38 detained youth in Western Australia who participated in a study of screening and diagnosis for fetal alcohol spectrum disorder. We report on a qualitative study that used a ‘social yarning’ approach. While the participants reported lives marred by substance use, crime, trauma and neurodevelopmental disability, they also spoke of strong connections to country and community, their education experiences and their future goals. In line with new efforts for a ‘positive youth justice’ and extending on models of recovery capital, we argue that we must celebrate success and hope through a process of mapping and building recovery capital in the justice context at an individual and institutional level.
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Gubhaju, Lina, Emily Banks, James Ward, Catherine D’Este, Rebecca Ivers, Robert Roseby, Peter Azzopardi, et al. "‘Next Generation Youth Well-being Study:’ understanding the health and social well-being trajectories of Australian Aboriginal adolescents aged 10–24 years: study protocol." BMJ Open 9, no. 3 (March 2019): e028734. http://dx.doi.org/10.1136/bmjopen-2018-028734.
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IntroductionAustralian Aboriginal and/or Torres Strait Islander (hereafter referred to as ‘Aboriginal’) adolescents (10–24 years) experience multiple challenges to their health and well-being. However, limited evidence is available on factors influencing their health trajectories. Given the needs of this group, the young age profile of the Aboriginal population and the long-term implications of issues during adolescence, reliable longitudinal data are needed.Methods and analysisThe ‘Next Generation: Youth Well-being Study’ is a mixed-methods cohort study aiming to recruit 2250 Aboriginal adolescents aged 10–24 years from rural, remote and urban communities in Central Australia, Western Australia and New South Wales. The study assesses overall health and well-being and consists of two phases. During phase 1, we qualitatively explored the meaning of health and well-being for adolescents and accessibility of health services. During phase 2, participants are being recruited into a longitudinal cohort. Recruitment is occurring mainly through community networks and connections. At baseline, participants complete a comprehensive survey and undertake an extensive age relevant clinical assessment. Survey and clinical data will be linked to various databases including those relating to health services; medication; immunisation; hospitalisations and emergency department presentations; death registrations; education; child protection and corrective services. Participants will receive follow-up surveys approximately 2 years after their baseline visit. The ‘Next Generation’ study will fill important evidence gaps by providing longitudinal data on the health and social well-being of Aboriginal adolescents supplemented with narratives from participants to provide context.Ethics and disseminationEthics approvals have been sought and granted. Along with peer-reviewed publications and policy briefs, research findings will be disseminated via reports, booklets and other formats that will be most useful and informative to the participants and community organisations.
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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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Osborne, Sam. "Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities." Australian Journal of Indigenous Education 44, no. 2 (December 2015): 127–38. http://dx.doi.org/10.1017/jie.2015.17.
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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies.This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex.By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.
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Campbell, Craig. "Quentin Beresford and Gary Partington (eds.). Reform and Resistance in Aboriginal Education: The Australian Experience. Perth: University of Western Australia Press, 2003. 296 pp. Paper, $9.95." History of Education Quarterly 47, no. 1 (February 2007): 100–101. http://dx.doi.org/10.1111/j.1748-5959.2007.00078.x.
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Katzenellenbogen, Judith M., Daniela Bond-Smith, Anna P. Ralph, Mathilda Wilmot, Julie Marsh, Ross Bailie, and Veronica Matthews. "Priorities for improved management of acute rheumatic fever and rheumatic heart disease: analysis of cross-sectional continuous quality improvement data in Aboriginal primary healthcare centres in Australia." Australian Health Review 44, no. 2 (2020): 212. http://dx.doi.org/10.1071/ah19132.
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ObjectiveThis study investigated the delivery of guideline-recommended services for the management of acute rheumatic fever (ARF) and rheumatic heart disease (RHD) in Australian primary healthcare centres participating in the Audit and Best Practice for Chronic Disease (ABCD) National Research Partnership project. MethodsARF and RHD clinical audit data were collected from 63 Aboriginal centres in four Australian jurisdictions using the ABCD ARF/RHD audit tool. Records of up to 30 patients treated for ARF and/or RHD were analysed per centre from the most recent audit conducted between 2009 and 2014. The main outcome measure was a quality of ARF and RHD care composite indicator consisting of nine best-practice service items. ResultsOf 1081 patients, most were Indigenous (96%), female (61%), from the Northern Territory and Queensland (97%) and <25 years of age (49%). The composite indicator was highest in the 0–14 year age group (77% vs 65–67% in other age groups). Timely injections and provision of client education are important specific areas for improvement. Multiple regression showed age >15 years to be a significant negative factor for several care indicators, particularly for the delivery of long-acting antibiotic injections and specialist services in the 15–24 year age group. ConclusionsThe results suggest that timely injection and patient education are priorities for managing ARF and RHD, particularly focusing on child-to-adult transition care. What is known about the topic?The burden of rheumatic fever and RHD in some Aboriginal communities is among the highest documented globally. Guideline-adherent RHD prevention and management in primary health care (PHC) settings are critically important to reduce this burden. Continuous quality improvement (CQI) is a proven strategy to improve guideline adherence, using audit cycles and proactive engagement of PHC end users with their own data. Previously, such CQI strategies using a systems approach were shown to improve delivery of ARF and RHD care in six Aboriginal health services (three government and three community controlled). What does this paper add?This paper focuses on the variation across age groups in the quality of ARF and/or RHD care according to nine quality of care indicators across 63 PHC centres serving the Aboriginal population in the Northern Territory, Queensland, South Australia and Western Australia. These new findings provide insight into difference in quality of care by life stage, indicating particular areas for improvement of the management of ARF and RHD at the PHC level, and can act as a baseline for monitoring of care quality for ARF and RHD into the future. What are the implications for practitioners?Management plans and innovative strategies or systems for improving adherence need to be developed as a matter of urgency. PHC professionals need to closely monitor adherence to secondary prophylaxis at both the clinic and individual level. RHD priority status needs to be assigned and recorded as a tool to guide management. Systems strengthening needs to particularly target child-to-adult transition care. Practitioners are urged to keep a quick link to the RHDAustralia website to access resources and guidelines pertaining to ARF and RHD (https://www.rhdaustralia.org.au/arf-rhd-guideline, accessed 3 October 2019). CQI strategies can assist PHC centres to improve the care they provide to patients.
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McTaggart, Robin. "Western institutional impediments to Australian Aboriginal education." Journal of Curriculum Studies 23, no. 4 (July 1991): 297–325. http://dx.doi.org/10.1080/0022027910230401.
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Jamie, Joanne F. "Macquarie–Yaegl Partnership: Community Capability Strengthening Through Western and Indigenous Science." Australian Journal of Chemistry 74, no. 1 (2021): 28. http://dx.doi.org/10.1071/ch20248.
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The rich customary knowledge possessed by Indigenous people from around the world has provided intellectually stimulating academic research opportunities and has been a successful avenue for healthcare and drug discovery as well as commercial native foods, flavours, fragrances, nutraceuticals, cosmetics, and agricultural products. When conducted with benefit sharing and reciprocity as core agenda, such research can provide community capability strengthening and immense rewards for both the Indigenous people and the academic research team involved, as well as benefiting potentially many others. This account shares my experiences as a natural products and medicinal chemistry academic, of working with Australian Aboriginal Elders, most notably from Yaegl Country of northern New South Wales, on investigating their bush medicines. Together we have facilitated the recognition and preservation of Yaegl Country customary knowledge and through initiation of a science leadership program, the National Indigenous Science Education Program, we have promoted educational attainment and STEM engagement in Australian Aboriginal youth. While this account is authored as my own personal statement of the Macquarie–Yaegl partnership, I am indebted to the Yaegl Aboriginal Elders and other Australian Aboriginal people I have worked with, and my university, school and community collaborators, my research team and student volunteers, who have all enabled the outcomes described in this account to be realised, and have made the experience so rewarding. I am also thankful to the Royal Australian Chemical Institute for the recognition of the value of this work through the award of a 2019 Royal Australian Chemical Institute Citation.
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Colley, Sarah. "Archaeology and education in Australia." Antiquity 74, no. 283 (March 2000): 171–77. http://dx.doi.org/10.1017/s0003598x0006631x.
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Aboriginal, Historical and Maritime archaeology have been taught in Australian universities since the 1960s, and archaeology has made major contributions to our understanding of Australia's past. Yet many Australians are still more interested in archaeology overseas than in Australia itself. This partly reflects Australia's history as a former British colony which currently has a minority of indigenous Aboriginal and Torres Strait Islander people, many of whom regard archaeology as yet another colonial imposition which at best is largely irrelevant to their own understanding of their history. Present government policies empower Aboriginal people to veto certain kinds of archaeological research they do not agree with. At minimum this may require archaeologists to engage in what can become protracted consultation, with uncertain outcomes.
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McKnight, Anthony. "Meeting Country and Self to Initiate an Embodiment of Knowledge: Embedding a Process for Aboriginal Perspectives." Australian Journal of Indigenous Education 45, no. 1 (April 18, 2016): 11–22. http://dx.doi.org/10.1017/jie.2016.10.
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Social justice is often the primary framework that directs academics to embed Aboriginal perspectives into teacher education programmes. The effectiveness and limitations of social justice as a catalyst and change agent was examined when six school of education academics from an Australian regional university were introduced to Yuin Country as knowledge holder. This paper argues that social justice in Australian education systems can contribute to the colonial control of knowledge production. At the same time, however, social justice may provide a means for non-Aboriginal people to experience Aboriginal ways of knowing and thereby to diversify their thinking. A cultural experience with Yuin Country played a central role in connecting and separating social justice to provide a balance in relatedness, disrupting the colonial emphasis of Western binary thinking that only separates. The academics shared their ideas and feelings in relation to Aboriginal people and culture before, during and after the cultural experience Mingadhuga Mingayung (McKnight, 2015) of two significant Yuin Mountains on the far south coast of New South Wales. The research described in this paper explored the academics’ journey with Country to investigate the role of social justice thinking to unveil and or conceal Aboriginal perspectives as Country.
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Vicary, David, Judy Tennant, Tiffany Garvie, and Caroline Adupa. "Can you hear me?: The active engagement of Aboriginal children in the development of social policy by non-Aboriginals." Children Australia 31, no. 1 (2006): 21–26. http://dx.doi.org/10.1017/s1035077200010956.
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In recent years significant focus has been placed on the first few years of a child’s life and how their experiences during this time can shape their future development (McCain & Mustard, 1999). Social policy and programs that enhance the capacity of children and their families so that positive outcomes for children are ensured are being developed and implemented throughout Australia. This paper takes up the topic, initially introduced in Children Australia (Vicary et al. 2005), but turns the focus to Aboriginal children. Despite the advances in early years policy and programs development, marginalised children, particularly those from Aboriginal backgrounds, continue to be overlooked in terms of consultation (Vicary 2002).The ramifications of this lack of consultation are profound in terms of cultural appropriateness and sensitivity. The Western Australian Office for Children and Youth has refined a model for the engagement of Aboriginal children in social policy consultation. The model is inclusive of diversity and targets the children who normally would not have their voices heard in the development of social policy. The following paper will describe the Aboriginal Child Engagement Model developed by the Office for Children and Youth in consultation with children, young people and adults from Aboriginal backgrounds. The model consists of six steps, and takes the non-Aboriginal worker from the initial engagement phase through to evaluation and relationship consolidation. The proposed model is further delineated by a case study.
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Reser, David, Margaret Simmons, Esther Johns, Andrew Ghaly, Michelle Quayle, Aimee L. Dordevic, Marianne Tare, Adelle McArdle, Julie Willems, and Tyson Yunkaporta. "Australian Aboriginal techniques for memorization: Translation into a medical and allied health education setting." PLOS ONE 16, no. 5 (May 18, 2021): e0251710. http://dx.doi.org/10.1371/journal.pone.0251710.
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Background Writing and digital storage have largely replaced organic memory for encoding and retrieval of information in the modern era, with a corresponding decrease in emphasis on memorization in Western education. In health professional training, however, there remains a large corpus of information for which memorization is the most efficient means of ensuring: A) that the trainee has the required information readily available; and B) that a foundation of knowledge is laid, upon which the medical trainee builds multiple, complex layers of detailed information during advanced training. The carefully staged progression in early- to late- years’ medical training from broad concepts (e.g. gross anatomy and pharmacology) to in-depth, specialised disciplinary knowledge (e.g. surgical interventions and follow-on care post-operatively) has clear parallels to the progression of training and knowledge exposure that Australian Aboriginal youths undergo in their progression from childhood to adulthood to Tribal Elders. Methods As part of the Rural Health curriculum and the undergraduate Nutrition and Dietetics program in the Monash University Faculty of Medicine, Nursing, and Health Sciences, we tested Australian Aboriginal techniques of memorization for acquisition and recall of novel word lists by first-year medical students (N = 76). We also examined undergraduate student evaluations (N = 49) of the use of the Australian Aboriginal memory technique for classroom study of foundational biomedical knowledge (the tricarboxylic acid cycle) using qualitative and quantitative analytic methods drawing from Bloom’s taxonomy for orders of thinking and learning. Acquisition and recall of word lists were assessed without memory training, or after training in either the memory palace technique or the Australian Aboriginal narrative technique. Results Both types of memory training improved the number of correctly recalled items and reduced the frequency of specific error types relative to untrained performance. The Australian Aboriginal method resulted in approximately a 3-fold greater probability of improvement to accurate recall of the entire word list (odds ratio = 2.82; 95% c.i. = 1.15–6.90), vs. the memory palace technique (odds ratio = 2.03; 95% c.i. = 0.81–5.06) or no training (odds ratio = 1.5; 95% c.i. = 0.54–4.59) among students who did not correctly recall all list items at baseline. Student responses to learning the Australian Aboriginal memory technique in the context of biomedical science education were overwhelmingly favourable, and students found both the training and the technique enjoyable, interesting, and more useful than rote memorization. Our data indicate that this method has genuine utility and efficacy for study of biomedical sciences and in the foundation years of medical training.
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Hopkins, Katrina D., Catherine L. Taylor, and Stephen R. Zubrick. "Psychosocial resilience and vulnerability in Western Australian Aboriginal youth." Child Abuse & Neglect 78 (April 2018): 85–95. http://dx.doi.org/10.1016/j.chiabu.2017.11.014.
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Hansen, C. K. "The Development of Aboriginal Education." Aboriginal Child at School 17, no. 1 (March 1989): 41–52. http://dx.doi.org/10.1017/s0310582200006611.
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Over the past 15 years the voice of protest in Australia has come to be linked synonymously with the black Australian. The nation’s indigenous people have progressively united and, in the strength of unity and growth of support for their claims, have met increasingly resistant Federal and State governments. Unfortunately, the “land rights” issue has dominated the public Aboriginal doctrine, preventing white Australians from being exposed to and appreciating the other important needs and opinions Aboriginal people have.One of these needs is an education system sympathetic to: past, failed attempts at educating indigenous people; the importance of Aboriginal culture as a socio-cultural identifier and educational issue; and the needs Aboriginal children have in terms of curriculum and pedagogy. These fundamental elements are the counterpoints from which any study of the development of Aboriginal education, within Australia, must proceed.
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Powell, Gareth, Shay McMahon, and David Jones. "Aboriginal Voices and Inclusivity in Australian Land Use Country Planning." KnE Engineering 2, no. 2 (February 9, 2017): 30. http://dx.doi.org/10.18502/keg.v2i2.592.
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Following the Australian High Court’s decision in the <em>Mabo </em>case in 1992, it is now instrumental for land use planners to be educated and skilled in Aboriginal and Torres Strait Islander (ATSI) people’s rights, interests, needs and aspirations in conventional and contemporary land use planning processes to ensure inclusivity within Australian culture and its structures. As an applied science discipline, for land use planning these imperatives include formally recognising ATSI peoples’ long connections with <em>Country</em>, acceptance of the High Court’s rejection of the doctrine of <em>terra nullius</em>, recognition that ATSI people will always retain their special relationship with and responsibility for land and sea <em>Country</em>, but more importantly incorporating Indigenous land planning values into extant Western land use planning instruments (ALGA 1999:225). This paper reviews and critiques the position and alignment of this applied science discipline, from an Indigenous perspective, and its policy and education accreditation governance role in responding to contemporary land use determinations as it impacts upon inclusivity of Indigenous knowledge, law, and policy in practice and educating the future generation of land use planners.
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Whitehead, Kay, Belinda MacGill, and Sam Schulz. "Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director." Australasian Journal of Early Childhood 46, no. 3 (March 26, 2021): 204–15. http://dx.doi.org/10.1177/1836939121997990.
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To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.
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Collins, Glen. "Meeting the Needs of Aboriginal Students." Aboriginal Child at School 21, no. 2 (May 1993): 3–17. http://dx.doi.org/10.1017/s0310582200005617.
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Improvements to the education of Australia's indigenous people is very much dependent upon the teacher's awareness of the factors affecting their academic potential. The traditional role of schools which essentially aimed at assimilating Aboriginal children into the ways of Western civilisation has proven to be ineffective and grossly unfair. Educational institutions must be more responsive to the needs of these people so that many more will be willing to participate in Western forms of education, and at a level beyond the compulsory years. This will involve an appreciation of the cultural, social, environmental and economic factors that can seriously impair the academic potential of Aboriginal children. Moreover, the teacher may need to alter a number of specific instructional practices in order to cater for the learning styles of these children. With the release of the Federal Government's Reconciliation Policy, and the P-10 Curriculum Framework's (Queensland Department of Education, 1987) emphasis on understanding individuals and their cultural diversity, it appears that these practices will become a necessary responsibility for all teachers in the near future.
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Cleary, Paul. "Native title contestation in Western Australia's Pilbara region." International Journal for Crime, Justice and Social Democracy 3, no. 3 (December 1, 2014): 132–48. http://dx.doi.org/10.5204/ijcjsd.v3i3.182.
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The rights afforded to Indigenous Australians under the Native Title Act 1993 (NTA) are very limited and allow for undue coercion by corporate interests, contrary to the claims of many prominent authors in this field. Unlike the Commonwealth’s first land rights law, Aboriginal Lands Rights (Northern Territory) Act 1976 (ALRA) , the NTA does not offer a right of veto to Aboriginal parties; instead, they have a right to negotiate with developers, which has in practice meant very little leverage in negotiations for native title parties. And unlike ALRA, developers can deal with any Indigenous corporation, rather than land councils. These two factors have encouraged opportunistic conduct by some developers and led to vexatious litigation designed to break the resistance of native title parties, as demonstrated by the experience of Aboriginal corporations in the iron ore-rich Pilbara region of Western Australia.
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Anjrini, Abed Aktam, Estie Kruger, and Marc Tennant. "A 10-year retrospective analysis of hospitalisation for oral cellulitis in Australia: the poor suffer at 30 times the rate of the wealthy." Faculty Dental Journal 5, no. 1 (January 2014): 8–13. http://dx.doi.org/10.1308/204268514x13859766312430.
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The aim of this study was to investigate the trends of hospitalisation for cellulitis in Western Australia. There was a strong association between socioeconomic status and rate of cellulitis, with the most disadvantaged quintile of the population (1.7% of residents) accounting for 34% of cellulites cases. Aboriginal and Torres Strait Islander people were almost seven times over-represented, compared with non-Indigenous Western Australians.
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Urquhart, Lisa, Leanne Brown, Kerith Duncanson, Karen Roberts, and Karin Fisher. "A Dialogical Approach to Understand Perspectives of an Aboriginal Wellbeing Program: An Extension of Habermas’ Theory of Communicative Action." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095749. http://dx.doi.org/10.1177/1609406920957495.
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This article will aim to demonstrate how we applied a collaborative dialogical research approach to understand perspectives of an Aboriginal wellbeing program by extending Habermas’ Theory of Communicative Action to respect Australian Aboriginal ways of knowing, being and doing. This process aims to disrupt the colonizing discourse by bridging the disconnect between Indigenous decolonizing methods and Western knowledges, toward a dialogical, respectful, appropriate and reciprocally beneficial research project. We discuss how layers of reflexivity (self, interpersonal and collective) have a role in communicative relationality (trust and shared decision making). We propose cross-cultural communicative relationality is strengthened by three key researcher actions; inner listening, relational actions beyond discourse and collective knowledge, along with Habermas criteria for discerning the motivations of action (communicative vs strategic). This article provides researchers from a variety of disciplines a way to respectively research in the critical paradigm while considering Aboriginal ways toward building a relationship that is mutually beneficial.
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Wise, Michael J., Binit Lamichhane, and K. Mary Webberley. "A Longitudinal, Population-Level, Big-Data Study of Helicobacter pylori-Related Disease across Western Australia." Journal of Clinical Medicine 8, no. 11 (November 1, 2019): 1821. http://dx.doi.org/10.3390/jcm8111821.
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Helicobacter pylori, responsible for chronic ulcers and most stomach cancers, infects half of the world’s population. The Urea Breath Test (UBT) is one of the most accurate and reliable non-invasive methods for diagnosing active H. pylori infection. The objective was to use longitudinal, population-wide UBT data for Western Australia to look for H. pylori-related disease patterns. We collected 95,713 UBT results from 77,552 individuals for the years 2010–2015, likely representing all of the UBT samples analysed in Western Australia. Data collected also included sex, age and residential postcode. Other data reported here were inferred via a comparison with the 2011 Australian Census using a specially written Python program. While women appear to have more H. pylori-related disease than men, there is no difference in the disease rates once women’s higher rates of presentation for testing are taken into account. On the other hand, while the treatment strategy for H. pylori infection is generally very effective in Western Australia, failure of the first-line treatment is significantly more common in women than men. Migrants and Aboriginal Australians have elevated rates of H. pylori-related disease, while the rate for non-Aboriginal Australian-born West Australians is very low. However, no significant associations were found with other socio-economic indicators. We conclude that, for some people, H. pylori-related disease is not a solved problem.
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McEwen, E. C., T. J. Boulton, and R. Smith. "Can the gap in Aboriginal outcomes be explained by DOHaD." Journal of Developmental Origins of Health and Disease 10, no. 1 (February 2019): 5–16. http://dx.doi.org/10.1017/s2040174418001125.
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AbstractIn Australia, there are two distinct populations, each with vastly disparate health outcomes: Aboriginal and Torres Strait Islander People and non-Aboriginal Australians. Aboriginal Australians have significantly higher rates of health and socioeconomic disadvantage, and Aboriginal babies are also more likely to be born low birth weight or growth restricted. The Developmental Origins of Health and Disease (DOHaD) hypothesis advocates that a sub-optimal intrauterine environment, often manifested as diminished foetal growth, during critical periods of foetal development has the potential to alter the risk of non-communicable disease in the offspring. A better understanding of the role of the intrauterine environment and subsequent developmental programming, in response to both transgenerational and immediate stimuli, in Aboriginal Australians remains a relatively unexplored field and may provide insights into the prevailing health disparities between Aboriginal and non-Aboriginal children. This narrative review explores the role of DOHaD in explaining the ongoing disadvantage experienced by Aboriginal People in today’s society through a detailed discussion of the literature on the association between foetal growth, as a proxy for the quality of the intrauterine environment, and outcomes in the offspring including perinatal health, early life development and childhood education. The literature largely supports this hypothesis and this review therefore has potential implications for policy makers not only in Australia but also in other countries that have minority and Indigenous populations who suffer disproportionate disadvantage such as the United States, Canada and New Zealand.
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Armstrong, Elizabeth, Deborah Hersh, Judith M. Katzenellenbogen, Juli Coffin, Sandra C. Thompson, Natalie Ciccone, Colleen Hayward, Leon Flicker, Deborah Woods, and Meaghan McAllister. "Study Protocol:Missing Voices– Communication Difficulties after Stroke and Traumatic Brain Injury in Aboriginal Australians." Brain Impairment 16, no. 2 (July 20, 2015): 145–56. http://dx.doi.org/10.1017/brimp.2015.15.
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Background:Aboriginal and Torres Strait Islander Australians experience stroke and traumatic brain injury (TBI) with much greater frequency than non-Aboriginal Australians. Acquired communication disorders (ACD) can result from these conditions and can significantly impact everyday life. Yet few Aboriginal people access rehabilitation services and little is known about Aboriginal peoples’ experiences of ACD. This paper describes the protocol surrounding a study that aims to explore the extent and impact of ACD in Western Australian Aboriginal populations following stroke or TBI and develop a culturally appropriate screening tool for ACD and accessible and culturally appropriate service delivery models.Method/Design:The 3-year, mixed methods study is being conducted in metropolitan Perth and five regional centres in Western Australia. Situated within an Aboriginal research framework, methods include an analysis of linked routine hospital admission data and retrospective file audits, development of a screening tool for ACD, interviews with people with ACD, their families, and health professionals, and drafting of alternative service delivery models.Discussion:This study will address the extent of ACD in Aboriginal populations and document challenges for Aboriginal people in accessing speech pathology services. Documenting the burden and impact of ACD within a culturally secure framework is a forerunner to developing better ways to address the problems faced by Aboriginal people with ACD and their families. This will in turn increase the likelihood that Aboriginal people with ACD will be diagnosed and referred to professional support to improve their communication, quality of life and functioning within the family and community context.
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Bulbeck, Chilla. "The ‘white worrier’ in South Australia." Journal of Sociology 40, no. 4 (December 2004): 341–61. http://dx.doi.org/10.1177/1440783304048379.
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In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginalization is only partially supported in this sample of young people. While those from non-English speaking and Indigenous backgrounds are much less likely to be ‘paranoid nationalists’, fear and loathing of the other are expressed across the socio-economic spectrum of young ‘white’ Australians, with exposure to a university education, either on the part of respondents or their parents, being the main antidote to hostile attitudes to the ‘other’.
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Rennie, Sandra. "Decolonising Gender: Stories by, About and with Aboriginal and Torres Strait Islander Women." Australian Journal of Indigenous Education 47, no. 2 (June 15, 2017): 83–91. http://dx.doi.org/10.1017/jie.2017.8.
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‘What is my story? Like you, I have many’, wrote feminist academic Sara Ahmed (Ahmed, 2010, p. 1). She asks, what is yours, what is mine? and begins her story at a table. ‘Around the table a family gathers’, she says, ‘Always we are seated in the same place. . .as if we are trying to secure more than our place’ (Ahmed, 2010, p. 1). In this paper, I draw upon Ahmed's work on willfulness and diversity work in higher education to explore the gendered stories of pathways through university shared with me by Indigenous Australian students. In the stories told in this paper, the table becomes the university space and the family becomes the students. The stories become more than securing place; they are stories which talk of willful resilience, resistance and persistence within that place called higher education. Grounded in my doctoral work with seven female Aboriginal and Torres Strait Islander students, this paper specifically focuses on the gendered nature of such willfulness to consider the ways in which Indigenous Australian students negotiate pathways and success through university within/against Western colonial and patriarchal institutions.
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Neil, David T. "Cooperative fishing interactions between Aboriginal Australians and dolphins in eastern Australia." Anthrozoös 15, no. 1 (March 2002): 3–18. http://dx.doi.org/10.2752/089279302786992694.
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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.
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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
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Martin, Robyn, Christina Fernandes, Cheryl Taylor, Amanda Crow, Desmond Headland, Nicola Shaw, and Simone Zammit. "“We Don’t Want to Live Like This”: The Lived Experience of Dislocation, Poor Health, and Homelessness for Western Australian Aboriginal People." Qualitative Health Research 29, no. 2 (September 10, 2018): 159–72. http://dx.doi.org/10.1177/1049732318797616.
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Many policy interventions have attempted to address the entrenched disadvantage of Aboriginal Australians1; however, sustained improvement in social, cultural, physical, and emotional well-being is not evident. This disadvantage is compounded by paternalistic practices which do not promote Aboriginal self-determination or empowerment. This article presents the lived experience and voice of Aboriginal Australians spending time in parks in Perth, Western Australia. A community-based participatory action research approach informed by critical Indigenous methodologies involving collaboration between Aboriginal and non-Aboriginal service providers was used. Participants experienced disconnection from kin and country, serious risk to personal safety, homelessness, and problematic health; all related to, and intersecting with, time spent in the parks. The participants’ narratives highlight the enduring impacts of colonization, dispossession, and racism. These lived experiences are situated within contexts of rising moral panic from politicians, residents and mass media, and siloed policy and service delivery responses.