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Dissertations / Theses on the topic 'Aboriginal studies'
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1
Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
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Bourke, Colin J., and n/a. "An Aboriginal Studies Resource Centre for the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060609.133137.
Full textAbstract:
The aim of this thesis is to provide a framework, background material and
argument for the A.C.T. Aboriginal community and other Aboriginal
educational and cultural groups to develop submissions seeking funds for
Aboriginal Studies Resource Centres. The ACT Aboriginal Education
Consultative Group has given the thesis a definite focus and underlined the
importance of gaining Aboriginal, systemic and political support.
The study includes both theoretical and empirical components and practical
suggestions as to the organisation and activities of such a centre. The
early part of the study is devoted to providing background to an Aboriginal
Studies Resource Centre, it also covers the formation and development of the
A.C.T. Aboriginal Education Consultative Group.
Following the outlining of the aims and objectives of such a centre,
theoretical issues concerned with selection and organisation of centre
materials, the need for interpretation of objectives and the understanding
of values together with curriculum implications and learning activities of
an Aboriginal studies resource centre are discussed. Two major thrusts in
these discussions are that Aboriginal people must be involved and the
question of values must be considered because human behaviour depends on
values, and behavioural change is regarded as one of the main measures of
success.
It is intended that while an Aboriginal Studies resource centre should
concentrate on its local area, it should draw materials from other parts of
Australia and the world, so that the local area can be placed in context.
It is envisaged that the materials would come from a wide range of
disciplines.
The A.C.T. Centre will endeavour to increase the comprehension of A.C.T.
Aborigines and non-Aborigines in matters Aboriginal, and will follow a
philosophy which holds that learning is the discovery of meaning or
understanding. A range of learning activities, including hands on
experiences are outlined. The functions of the Centre are described and the
involvement of Aborigines and non-Aborigines at all levels is discussed.
Evaluation of the Centre's success or otherwise will take cognisance of its
objectives and involve a range of outcomes. It is acknowledged that success
will be difficult to measure because of different amounts of student time
spent at the Centre and teacher and student expectations.
The thesis concludes that Aboriginal studies has not achieved its rightful
place in Australian education and that an Aboriginal Studies Resource Centre
would provide the material and human resources required for Aboriginal
studies to take its proper place in Australian education.
3
Cirino, Gina. "American Misconceptions about Australian Aboriginal Art." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435275397.
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Limerick, Michael. "What Makes an Aboriginal Council Successful? Case Studies of Aboriginal Community Government Performance in Far North Queensland." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367186.
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Improving Aboriginal community governance is increasingly recognised as pivotal to closing the gap in social and economic outcomes between Aboriginal and non-Aboriginal Australians. The past decade has seen a shift in Indigenous policy from a preoccupation with national governance structures and a broader human rights agenda to a focus on governments engaging directly with local Indigenous communities to address the specific manifestations of Indigenous disadvantage. In discrete Aboriginal settlements, community governments are central to this new strategy, both as advocates for community needs and as agencies for program and service delivery. Yet Aboriginal Councils have had a chequered history, leading to persistent misgivings about their capacity to achieve desired outcomes. There is a dearth of empirical evidence about ‘what works and what doesn’t’ in the unique and challenging context of Aboriginal community governance. The current study was motivated by the desire to discover what is required for an Aboriginal Council to be successful in achieving the outcomes desired by its constituents. Specifically, what governance attributes contribute to successful Aboriginal community government performance? Moreover, the research sought to delve deeper, to seek answers to the more fundamental question concerning the contextual, historical or cultural factors that shape a particular Aboriginal community’s approach to governance, whether successful or unsuccessful. The research involved three case studies of Aboriginal Councils, in the far north Queensland communities of Yarrabah, Hope Vale and Lockhart River. Unlike previous studies of Indigenous community governance, the research design included a detailed assessment of the level of performance achieved by each Council, revealing one high-performing Council and two Councils whose performance was generally poor. An assessment of performance covering each Council outcome area is essential in order to make valid causal inferences about the specific determinants of Council performance. The study adopted a holistic conception of performance, focusing on the extent to which the Councils were achieving the particular set of outcomes desired by their constituents. Such an approach recognises that different communities seek different outcomes from their community governments and that desired outcomes will include not only deliverables such as programs and services but also preferences about governance processes, which will reflect cultural values. The study’s focus on Council performance recognises that, regardless of underlying questions about the appropriateness of imported Western governance structures, in practice residents of Indigenous communities express strong expectations that their elected Councils will deliver services and programs that meet their needs and aspirations and improve their quality of life. Within the constraints of prevailing legislative and policy frameworks, Indigenous communities exhibit considerable pragmatism in their efforts to optimise opportunities for self-determination through developing their community governments. The case study data canvassed a wide range of governance attributes, institutions and practices suggested by the literature as important to governmental performance, in both indigenous and other contexts. The analysis found that a particular configuration of ‘orthodox’ governance principles and practices was necessary for successful Aboriginal Council performance, comprising: a strategic orientation based on a shared vision, a clear separation of powers, institutionalising the rule of law, positive and strategic engagement with government, targeted community engagement and an effective and efficient administration featuring a commitment to sound financial management, a stable workforce and human resource management practices that value, support and develop staff. The research further identified the key contextual factors that had shaped the distinct approaches to governance in the three communities. These are significant in explaining why some Aboriginal Councils adopt the particular mix of governance attributes that are necessary to improve their performance, while others do not. Key contextual factors include: a resource base of education and skills within the community that matches the needs of the community government; a pool of community members who have had a significant degree of exposure to the outside world; strongly egalitarian political norms underpinning a ‘whole of community’ orientation to governance; and a commitment to overcoming the historical legacy of dependency through a willingness to take responsibility for community government outcomes. These findings provide an indication about the strategies that need to be pursued for Aboriginal community governments to effectively meet the needs and aspirations of their constituents and realise their promise as instruments of self-determination.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Department of Politics and Public Policy
Griffith Business School
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5
Zion, Liora. "Addressing Aboriginal disputes in Canada : a new initiative." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/71110.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2002.Includes bibliographical references (leaves 72-75).
Tension or outright conflict is a recurring theme in relations between Aboriginal communities and non-Aboriginal institutions and bodies in Canada. Additionally, many Aboriginal communities are fraught with internal divisions that prevent their leaders from taking consistent policy stands and negotiating effectively with other parties. These tensions and divisions can hinder the possibility of cooperation and disrupt the processes of problem-solving that are necessary to address many of the concerns of Aboriginal and non-Aboriginal Canadians. The current policy in Canada to move towards Aboriginal self-governance is likely to increase the frequency and complexity of such disputes. Despite these well-recognized dynamics, there are insufficient mechanisms and resources to address Aboriginal disputes, whether between Aboriginal groups and government, Aboriginal groups and non-governmental, non-Aboriginal parties, or amongst and between Aboriginal groups. A new initiative is proposed in the form of an independent, non-partisan, nonprofit organization devoted to the resolution of Aboriginal public disputes. The organization would work independently and with other organizations to fill the gaps in the field by providing access to professional dispute resolution services and by building capacity amongst Aboriginal and non-Aboriginal stakeholders to resolve such disputes. It would integrate and build on dispute resolution approaches from Western and Aboriginal models. In its startup phase, the organization would maintain a limited focus and engage in a relatively small range of activities. Ultimately, it is envisioned as a national organization, offering a broad range of services, which fundamentally transform the way Aboriginal disputes are addressed in Canada.
by Liora Zion.
M.C.P.
6
Pete-Willett, Shauneen. "Kiskinawacihcikana: Aboriginal women faculty experiences in the academy." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280049.
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This ethnographic case study examines the experiences of five Aboriginal/Native American women faculty working in universities in Canada and the United States. By using interview, observation and document analysis the author has sought to understand the cultural negotiations of the participants. The hiring of Aboriginal faculty raises new questions about faculty roles and experiences, in much the same manner that the hiring of women and other visible minority faculty raised questions about the structures and culture of the university. These women have successfully attained status positions as tenured and tenure-track faculty. While some of their experience may be explained by their gender, their experiences as Aboriginal women are unique. These women actively work to decolonize the very structures of the university. They reconceptualize the tradition bound roles of researcher, committee member, and teacher. By doing so they make themselves hyper-visible to the lateral oppression of other Aboriginal faculty, and they are vulnerable to the structural oppression that binds a colonial organization. By telling their stories here, these women leave trail-markers for other Aboriginal people who may seek an academic path.
7
Baillargeon, Christine. "Aboriginal women claiming rights through writing: A comparative analysis of selected texts." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28078.
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Aboriginal women and their concerns are largely underrepresented in most political arenas in Canada. In order for their preoccupations to be adequately addressed by governing bodies, these must first be identified and better understood. An exploration of how Aboriginal women resist and challenge oppression is thus needed. In this thesis, I examine a selection of academic works, authored by three prominent Aboriginal women activists in Canada: Sharon Donna McIvor, Patricia A. Monture and Kim Anderson. Their writings address the multiple injustices faced by Aboriginal women. The authors' methods for claiming individual and collective rights range widely, from awareness spreading, to reviving traditional ways, to taking legal action. They all express the difficulties and contradictions they face as indigenous women, though they diverge in their opinions concerning possible solutions. This, as well as their decisions to label themselves feminists or not, is perhaps due to their personal backgrounds and histories.
8
Bissler, Margaret Helen. "Broadcasting Live from Unceded Coast Salish Territory: Aboriginal Community Radio, Unsettling Vancouver." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397834042.
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Wrong, Nicole A. "Justice committees in Aboriginal communities: A study of community capacities." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27935.
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In the last twenty years there has been a growing desire to devolve justice interventions to the level of the community. An example of one such initiative is the justice committee program, an extrajudicial program set up in a number of Canadian communities to address minor youth cases, and cases involving Aboriginal people. This thesis is a capacity assessment of justice committees in Aboriginal communities in Quebec. With the help of literature on restorative community justice, crime prevention and building sustainable community programs, this thesis explores the recommended capacities for the implementation of sustainable justice committees, as well as the capacities perceived to be currently available to some justice committees in Aboriginal communities in Quebec. Through personal observations gathered during my work with justice committees in the past and interviews with various individuals working closely with justice committees in Quebec, this thesis found that a number of capacities were either lacking or were sporadically available to the communities studied. It concludes that with a common vision of the program's purpose, careful consideration of a community's ability to effectively intervene, and increased collaboration, resources and training; justice committees will be more likely to be implemented in a sustainable manner.
10
Jacobs, Kahá:wi Joslyn. "Mental health issues in an urban Aboriginal population, focus on substance abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0029/MQ64375.pdf.
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Coyle, Jessi. "Connecting the Dots: Case Studies into the ‘Invisible Presence’ of Aboriginal People Living in Victoria." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76287.
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Recognising that invasion is a structure not an event (Wolfe, 2006) and that settler colonialism shapes the present in significant ways, this thesis investigates the invisible presence of Aboriginal Victorians through a study of the Victorian gold rush and Australian Rules football. As key markers of Australian national identity, the case studies demonstrate the importance of white belonging to identity construction and argue that Aboriginal Victorians are necessarily invisibly present within the settler colonial present (Veracini, 2015).
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Ali, Saleem H. "Environmental resistance and Aboriginal development : a comparative study of mining ventures in the United States and Canada." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8816.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2001.Includes bibliographical references (v. 2, leaves 325-346).
Summary: This dissertation asks the question: why do indigenous communities support environmental causes in certain cases of mining development and not in others, when technical indicators of environmental impact may in fact be comparable? The empirical research question I am trying to address is: When does environmental resistance arise in native communities in the United States and Canada that are faced with the prospect of mining development? Native people in the United States and Canada have endured widespread environmental harm at the behest of mining ventures. During the past two decades, the enactment of environmental laws and the recognition of treaty violations by settler governments have collectively led to a politics of retribution in both countries. However, conflicts surrounding mining development and indigenous people continue to challenge policy-makers on both sides of the border. I use qualitative social science research techniques such as deviant case analysis, process tracing, congruence procedures and counterfactual analysis to study four instances of mining development (cases involving both the prevalence and non-prevalence of environmental resistance in each of the two countries). After using a process of elimination procedure in my initial scoping analysis for the case studies, I test process-oriented hypotheses anchored in theories of negotiation involving social movements and linkage politics. My study reveals that contrary to common belief, neither scientific studies (technical impact) and economic considerations nor external influence of civic society adequately explain the emergence or prevalence of resistance. Instead the negotiation process, particularly the way in which issues are linked, strategic alliance formation and the articulation of sovereignty are the key determinants of environmental resistance in Aboriginal communities. I conclude with some lessons for both the US and Canada in terms of public policy and negotiation processes that can be most conducive to environmentally responsible and effective planning of mining ventures on or near Aboriginal land.
by Saleem H. Ali.
Ph.D.
13
Reno, Dorothy. "Sage and the city: A case study of identity at an urban Aboriginal organization." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28417.
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In the past few decades, Aboriginals in Canada have undergone a steep urban transition. The challenges associated with the city, such as racism, poverty, feelings of dislocation, coping and thriving within the broader Canadian society, and negotiating identity, are all issues which led to the creation of urban cultural centres and organizations. Within the context of these organizations, the communities that are formed are multicultural in the sense of bringing together all Aboriginal peoples from a variety of First Nations, Metis and Inuit backgrounds. On one hand, Aboriginal cultural centres are faced with the challenge of respectfully acknowledging the diverse cultures of Aboriginal peoples, while on the other, identifying, and celebrating the common cultural values shared by all Aboriginals. Cultural centres have also stepped up to offer support for Aboriginal people(s) in the ongoing negotiation with modernity and the healing through the process of cultural reclamation. This study, which is exploratory in nature, examines identity at an urban Aboriginal cultural centre, from both individual, and community perspectives. In true postmodern fashion, this work melts away disciplinary boundaries by taking on theoretical approaches from sociology, anthropology, and political philosophy.
14
Graydon, Jody. "Aboriginal representations in the Canadian news media: A socio-semiotic analysis of the media representation of Aboriginals in the Caledonia land dispute and of its relevance for the understanding of the identity of this group in Canadian society." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27983.
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This thesis addresses the issue of aboriginal representations in the Canadian Broadcasting Corporation (CBC) and Canadian Television (CTV) news coverage of the Caledonia land dispute. The theoretical framework derives from the scholarly work done in the field of media and minority studies. The methodology that will be used to address the issue of aboriginal representations in the media is a socio-semiotic analysis of news clips generated by the CBC and CTV. The medium of television was selected for analysis because of its reliance on sound and image to convey meaning, which allows for a visual and a conventional textual analysis of how the aboriginal identity is represented by the media coverage of aboriginal land claim disputes. The results of this study suggest a possible biased representation of the aboriginal identity, one which is primarily based on their status as a minority within Canada.
15
Markey, Nola M. "Data gathering dust, an analysis of traditional use studies conducted within Aboriginal communities in British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq61586.pdf.
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Kickett-Tucker, Cheryl S. "Urban Aboriginal children in sport: Experiences, perceptions and sense of self." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1258.
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The purpose of this study was to describe the sense of self for a group of urban Western Australian Aboriginal children through analysing their perspectives and experiences in school sport and physical education. A symbolic interaction inquiry paradigm complemented with qualitative data collection methods was utilised. Informal conversational interviews and nonparticipant observations were employed. Interviews were conducted with participants and those whom they reported as their significant others. Participants were also observed in the school sport setting during physical education classes and intra and inter school sport competitions. Eight Western Australian Aboriginal children who resided in an urban suburb of Perth, Western Australia and attended a coeducational state school were the participants. Upper primary students, aged 11 to 12 years were included with an equal representation of both males and females. Data were analysed in accordance with Colaizzi’s (1978) procedure. Significant participant responses were extracted and meanings were identified in order to group the meanings into various themes. It was found that Aboriginal students mostly experienced positive interactions with others in the school sport setting. They demonstrated above average sport skills and were consistently rewarded with praise from their fellow peers and teachers. Aboriginal students did not enjoy physical education since it limited their participation, social interaction with others and their enjoyment. Team sports were preferred, but females reported that they disliked coeducational sport competition. Aboriginal students reported that participating in sport (particularly team sports) made them feel happy about themselves since it provided an opportunity for them to feel proud of identifying as an Aboriginal. Opportunities for equality and acceptance from others were more accessible in the school sport domain, since feedback for performances was constant and contained positive information. Feedback was often supplied immediately after a performance and was directed to the student concerned. For some though, sport participation could also result in students experiencing shame. This occurred when a mistake was performed or when significant "others" were present and observed their participation. In all, school sport provided the opportunities for Aboriginal students to develop positive and favourable self-perceptions, particularly with regard to their Aboriginal identity.
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Thorpe, Katrina Rose. "Narratives of Learning at the Cultural Interface: The Influence of Indigenous Studies on Becoming a Teacher." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17641.
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This research explores the ways in which three non-Indigenous preservice teachers’ life experiences prior to entering university and subsequent engagement in Indigenous Studies curriculum and pedagogy at university influenced their professional identity development. Drawing on the narrative inquiry methodology of Connelly and Clandinin, this study positions personal and professional experience as key to understanding teacher professional identity formation. Semi-structured interviews were conducted over one year with nine preservice teachers. Three participant stories were selected from the nine participants who volunteered. These narratives emerged as those ‘needing to be told’ because of the depth of insight they brought to the complex pedagogical space of the Cultural Interface. Nakata’s Cultural Interface was used as a theoretical framework to illuminate the influence of biography on the ‘locale’ of each learner as well as the agency and tensions they experienced over time in a range of social and educational contexts. The Cultural Interface provided nuanced insights to the experiences that supported or inhibited preservice teacher learning and development of a personal and professional commitment to Indigenous education. In the process of ‘storying’ their experiences, forward thinking aspirations and imaginings about the Indigenous Studies teacher they hoped to become also emerged. While each narrative is unique, common experiences were shared. Emotional labour was required to manage the tensions of being with university peers who were resistant or indifferent to Indigenous Studies. They experienced curriculum content and pedagogical approaches that were either tokenistic or misrepresented Indigenous knowledges. Professional Experience challenged preservice teacher confidence to teach Indigenous students or embed Indigenous perspectives. Sachs’ work on teacher activist identity formation guided findings that participants had developed an Indigenous education activist identity. This research has implications for teacher educators to build ‘communities of practice’ that nurture preservice teachers who are developing this activist identity. Authentic ways to embed Indigenous perspectives in university curriculum was also identified as requiring attention.
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Alreemi, Roaa. "Chemical and Biological Studies of Hibbertia Scandens (Snake Vine)." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23515.
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The First Australian Community is one of the ancient civilizations which depended upon the available surrounding natural resources for their clothing, nutrition and healing of disease. Unfortunately, some of their traditional medicines and / or their practical applications are lost because of poor written documentation. Plants form parts of ancient remedies used by Aboriginal and Torres Strait Islander peoples to heal ailments due to their antibacterial and antiviral activities. One of these medicinal plants is Hibbertia Scandens (Snake Vine), which was used in Aboriginal Communities’ traditional medicines to treat sores and rashes. In the current study, the leaves and roots of H. scandens were extracted using solvents ranging from less polar to more polar, and these extracts were chemically profiled by HPLC and LCMS. The bioactivity of these extracts was tested against the MCF-7 breast cancer cell line using the MTT assay; four extracts of the eight showed cytotoxic activity against MCF-7, with GI50 less than 100 μg/mL after 48 hours incubation. The DCM extract from the plant roots exhibited the greatest growth inhibition potential, with the lowest GI50 (45.7 μg/mL) after treatment for 48 hours. This extract was chosen for further studies and was further separated into twelve fractions using semi-preparative HPLC; the bioactive fractions were identified by an MTT cytotoxic analysis, with four fractions (8, 9, 10 and 12) showing an anti-proliferative effect. Fraction 8 was identified as β-sitosterol (14) and fraction 12 as β-sitosterol glucoside (18) using spectroscopic techniques. β-Sitosterol was chosen for further semi-synthetic studies as it is has known anticancer activity. Seven derivatives were produced, six of which are novel analogues and their characterization was performed using several spectroscopic techniques, including 2D NMR, FT-IR, LRMS and HRMS. The growth inhibition potential of all of these derivatives was tested against two breast cancer cell lines (MCF-7 and MDA-MB-231). β-Sitosterol and four of its derivatives showed cytotoxic effects against MCF-7, while the growth of the other cell line (MDA-MB-231) was only affected by one derivative. The tetrazole (25) analogue was the most active derivative, with increased growth inhibitory activity against both breast cancer cell lines over the corresponding carboxylic acid analogue (GI50 10.67 μM against MCF-7 and 16.27 μM against MDA-MB-231). This analogue arrests both breast cancer cell lines in the G2/M phase after 72h of treatment with GI50 and GI50 × 2 concentrations, suggesting that it acts upon mitotic division.
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DiFrancesco, Darryn Anne. "Fishing for Foresters: A New Institutional Analysis of Community Participation in an Aboriginal-owned Forest Company." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28758.
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Aboriginal groups across Canada are looking for new ways to improve the living conditions of their people. Coast Tsimshian Resources LP is a forest company that is collectively owned by the Lax Kw'alaams band, a traditional fishing community in northern British Columbia. This research investigates the collectively-owned company as a possible creative means toward development, but in the process uncovers the significance of community 'embeddedness' in shaping development outcomes. Data was collected primarily through semi-structured and informal interviews with respondents from the community and company, among others. Interviews revealed the problem of a disconnection between the community and company. Through a New Institutional Analysis, which pays particular attention to context, the possible reasons for the disconnect are explored, and community 'embeddedness' is presented as a way of understanding it. Fishing is identified as a culturally salient practice and serves as a point of comparison to explain the lack of participation in the company's forestry activities. Suggestions for ways the company can work within this 'embeddedness' to ameliorate the disconnect are provided, and an elevated appreciation of the "sub-institutional elements" within New Institutional theory is suggested. Finally, the community-owned company is evaluated in terms of its ability to meet the development goals and visions of the Lax Kw'alaams band and First Nations in Canada.
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Taylor, R. M. S. (Richard Morris Stovin), and n/a. "Anatomy and biology of tooth dislocation and wear in the pre-European Maori and Australian Aborigine : with supporting publications." University of Otago. School of Dentistry, 1991. http://adt.otago.ac.nz./public/adt-NZDU20070627.105619.
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Summary: Some 250 Australian aboriginal skulls were studied to ascertain differences in tooth dislocation and wear in this ethnic group as compared with those manifested in the pre-European Maori, with consideration of the differences in cultural and botanical background as contributing factors. Other features were studied, including the crowding of anterior teeth, the incidence of caries and abscesses, and of mottled enamel and tooth fracture.
Aspects of physical anthropology and biology were found to be relevant to this study, since they offered explanations for some previously unsolved problems such as edge-to-edge bite, and crowding of incisors in well-formed jaws.
The work is supported by 28 illustrations of the dentition selected from various sources, and described in the text.
Reprints of 18 other published papers reporting various dental studies of relevance to the above major publication are included in this presentation.
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Truscott, Keith. ""More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/925.
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This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and 2010. The concept of resilience and related factors of inclusion and exclusion from the participants’ past were assumed clues by the researcher. The investigation involved four inquiries. First, the researcher reviewed recent statistics of Aboriginal population, education and employment. A short history of Aboriginal education in Western Australian was also made. Both reviews indicated Aboriginal people endured relative exclusion and a lower status than the mainstream population in areas of education and employment.
Second, the researcher assumed that a shared interdependency existed between distinct “ethnic groups” (Barth, 1969) in terms of “levels of engagement at the cultural boundaries”. The cultural boundaries consisted of four layers, namely observable behaviour and material artefacts, institutions, values and worldviews (Barney, 1973; P. D. Milnes & Grant, 1999b). At these “cultural boundaries” that the researcher explored, there were more than three “Rs” (i.e. reading, writing and arithmetic) concerns active in the classroom, namely the silent “R”, resilience.
Third, the researcher built upon the theoretical work of Francis’ (1981) ‘teach to the difference’, Nakata’s (1997) idea of ‘cultural interface’ and Milnes’ (2008) concept of ‘meeting place’. The researcher then adapted a new research model called ‘engagement at the cultural boundaries’.
Fourth, the researcher conducted a large case study on four samples. A short life-history interview was made of each sample: 1) a pilot study of a previous business graduate; 2) Aboriginal graduates (n=17); 3) Aboriginal non-graduates (n=13); 4) teaching and administrative staff (n=6). Then the pilot study and three groups of stakeholders were rated with a ‘resilience score’ in terms of their engagement at social and economic boundaries based on their personal, public, training and economic identities.
The researcher concluded that overall ten factors of resilience had assisted the Aboriginal students complete or incomplete the tertiary business course. These ten factors were: a strong self-reference point, sense of community, structured living, strong support network, stakeholders identifying with struggles, significant role models, strong status and a single mindedness to complete the task at hand, skills in crisis management, and a previous history of successful engagement at the cultural boundaries.
Besides the pilot study, the students who completed the tertiary business course had a high resilience score based on previously, strong inclusive engagements at the two key cultural boundaries, the social and economic boundaries. Those students who did not complete the tertiary business course still had a high resilience score, but showed less experiences and examples of inclusive engagement at the overall cultural boundaries prior to and for the duration of the tertiary business course. Teachers of Aboriginal students would do well to discern that Aboriginal students do have a high resilience score overall despite their publicly acknowledged low status and historic loss of economic power. Teachers and key stakeholders in Aboriginal tertiary education also would do well to recognise that some of the ten factors of resilience in Aboriginal tertiary students, especially those resilience factors linked to training and economic identity, require more focus and strengthening. The challenge for all stakeholders of tertiary education is to develop all factors of resilience so that Aboriginal students can experience more inclusion as the latter engage at the tertiary cultural boundary.
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Campbell, Robert Lawrence. "Barriers Faced by Canadian Aboriginal Adults as They Return To Postsecondary School." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165261.
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Aboriginal people in Canada are less likely to complete postsecondary education than are non-Aboriginal people. This lack of education leads to increased rates of unemployment and poverty and the need for additional government supports. The purpose of this project study was to identify and examine barriers faced by Canadian Aboriginal adult students as they return to school for postsecondary education. The conceptual framework for this qualitative study was based on the work of Ertmer, which suggests barriers can be placed into broad categories of extrinsic and intrinsic barriers. A case study design was used with a purposeful sample from a local academic institution. Eleven Canadian Aboriginal adult students were interviewed, 6 who successfully completed the college entrance program and 5 who did not complete the program. One counselor from the program was also interviewed to help provide a better understanding of the complexities of the identified barriers. Data analysis included substantive and theoretical coding. Thematic analysis led to 8 overall themes or barriers that affected these students’ success: level of self-confidence, social environment, racism, spirituality, government policies, mental health and addictions, perceived value of education, and perceived need to demonstrate leadership. Recommendations include the development of a professional learning community made up of students, teachers, and the Aboriginal communities where the students lived. The project emanating from this study is a 3-part workshop intended to identify and mitigate barriers of Canadian Aboriginal adult students. Understanding and mitigating the barriers will promote positive social change by increasing the success rates of this population of students as they attempt to return to postsecondary education.
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Hill, Braden. "Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander students undertaking university studies." Thesis, Hill, Braden (2020) Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander students undertaking university studies. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/59416/.
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While transformative learning has been investigated in a range of contexts, there remains little known about the extent to which higher education is transformative for Aboriginal and Torres Strait Islander students. Therefore, this study explores the experiences of Indigenous students undertaking university studies in order to understand the nuances and complexities of their journeys into and throughout the cultural interface within the context of higher education.
This qualitative interpretive study applied narrative inquiry to investigate the experiences of 19 undergraduate Indigenous university students. Written narratives, focus groups and in-depth interviews were used to collate 19 individual student stories for analysis and interpretation.
The key themes emergent from these narratives related to the students’ development of self-efficacy, the negotiation of their families’ perceptions and expectations and the affirming of their cultural identities as Aboriginal and Torres Strait Islander people. The two key theoretical concepts used to guide the discussion of the themes were Nakata’s (2007) cultural interface theory and Mezirow’s (1991) transformative learning theory.
The findings of this study revealed that university learning had fostered, for most of the student participants, a sense of transformation and change. New relationships with peers were found to be a critical part of the students’ support network while at university. As the students progressed throughout their studies, they gained confidence and a sense of belonging within the university community. Such enablers fostered an increased sense of self-worth and wellbeing that further developed the students’ sense of self-efficacy and ability to succeed at the cultural interface of higher education. Family was seen as vitally important in relation to support for the students but also at times a challenge to be negotiated carefully. Finally, it was also found that university had strengthened the students’ relationship to their Indigeneity. These findings have key implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.
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Smith, Dawn. "Learning from success: An exploration of community-based stakeholders' views on improving care for pregnant and parenting Aboriginal people." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29316.
Full textAbstract:
The human rights abuses and resource exploitation of Aboriginal people in Canada's colonial past and neocolonial present has left a legacy of inequitable health and social conditions that contribute to increased perinatal risk factors. The complex "system" of administration, governance and health services delivery impedes program innovation and responsiveness alienating relationships between Aboriginal people, health care providers and organizations. These dynamics underlie the problems of poor access to, participation in, and outcomes of care during pregnancy among Aboriginal women and families.
The study used a critical postcolonial stance and an emancipatory methodological approach to describe community-based stakeholders' perspectives on their experiences improving care for pregnant and parenting Aboriginal women and families. Phase I exploratory interviews with 16 First Nations community, policy, and health service leaders and providers identified Aboriginal 'innovator' organizations for participation in phase II. Two Aboriginal health care organizations in one region of British Columbia participated in the comparative case study. Data were collected through exploratory interviews and small group discussions with 57 people, document review and researcher field notes and were analyzed using the interpretive descriptive method.
Seventy three people participated, with 60 percent self-identified as Aboriginal and 90.4 percent women. Results show that Aboriginal parents' experience, and therefore the intention of care must be situated within an understanding of colonial and neocolonial relations, especially the intergenerational impact of residential schools; safety in health care relationships and settings; and responsiveness to peoples' experiences, priorities and capacities. Care for pregnant and parenting Aboriginal people involves multiple stakeholders who may hold different views of health care roles, relationships and decision-making. While the two cases shared a similar vision of roles and relationships, differences in processes of health system change, and in the governance models impacted the Aboriginal organizations' experiences of improving care for pregnant and parenting Aboriginal people.
Greater stakeholder involvement in governance of care may enhance Aboriginal organizations' capacity to achieve safe and responsive care. This can contribute to moving forward from the intergenerational impact of residential schools, toward Aboriginal peoples' vision for strong and healthy children, families and communities.
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Groves, Ronald George. "Fourth world consumer culture: Emerging consumer cultures in remote Aboriginal communities of North-Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1201.
Full textAbstract:
Over the two centuries since the arrival of European settlers in Australia, the material culture and lifestyle of the indigenous Aboriginal people of Australia has undergone dramatic change. Based on qualitative fieldwork in three remote Aboriginal communities in north-western Australia, this study examines the emergence of unique consumer cultures that appear to differ significantly from mainstream Australia and indeed from other societies. The study finds that the impact of non-indigenous goods and external cultural values upon these communities has been significant. However, although anthropologists feared some fifty years ago that Aboriginal cultural values and traditions had been destroyed, this study concludes that they are still powerful moderating forces in each of the communities studied. The most powerful are non-possessiveness, immediacy in consumption, and a strong sharing ethos. Unlike findings in the so-called Second and Third Worlds, these Fourth World consumer cultures have not developed an unquenchable desire for manufactured consumer goods. Instead, non-traditional consumption practices have been modified by tradition oriented practices. The consumer cultures that have emerged through a synthesis of global and local values and practices have involved Aboriginal adoption, adaption and resistance practices. This process has resulted in both positive and negative impacts on the Aboriginal people of these communities. Ways of dealing with the negative effects have been suggested, while the positive effects have been highlighted as examples of what can possibly be learned from Aboriginal culture. The study also finds differences between the emerging consumer cultures of each community, concluding that this can be attributed to historical and cultural differences. The main conclusion is that the development of a global consumer culture is by no means inevitable.
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Seran, Justine Calypso. "Intersubjective acts and relational selves in contemporary Australian Aboriginal and Aotearoa/New Zealand Maori women's writing." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21999.
Full textAbstract:
This thesis explores the dynamics of intersubjectivity and relationality in a corpus of contemporary literature by twelve Indigenous women writers in order to trace modes of subject-formation and communication along four main axes: violence, care, language, and memory. Each chapter establishes a comparative discussion across the Tasman Sea between Indigenous texts and world theory, the local and the global, self and community. The texts range from 1984 to 2011 to cover a period of growth in publishing and international recognition of Indigenous writing. Chapter 1 examines instances of colonial oppression in the primary corpus and links them with manifestations of violence on institutional, familial, epistemic, and literary levels in Aboriginal authors Melissa Lucashenko and Tara June Winch’s debut novels Steam Pigs (1997) and Swallow the Air (2006). They address the cycle of violence and the archetypal motif of return to bring to light the life of urban Aboriginal women whose ancestral land has been lost and whose home is the western, modern Australian city. Maori short story writer Alice Tawhai’s collections Festival of Miracles (2005), Luminous (2007), and Dark Jelly (2011), on the other hand, deny the characters and reader closure, and establish an atmosphere characterised by a lack of hope and the absence of any political or personal will to effect change. Chapter 2 explores caring relationships between characters displaying symptoms that may be ascribed to various forms of intellectual and mental disability, and the relatives who look after them. I situate the texts within a postcolonial disability framework and address the figure of the informal carer in relation to her “caree.” Patricia Grace’s short story “Eben,” from her collection Small Holes in the Silence (2006), tells the life of a man with physical and intellectual disability from birth (the eponymous Eben) and his relationship with his adoptive mother Pani. The main character of Lisa Cherrington’s novel The People-Faces (2004) is a young Maori woman called Nikki whose brother Joshua is in and out of psychiatric facilities. Finally, the central characters of Vivienne Cleven’s novel Her Sister’s Eye (2002) display a wide range of congenital and acquired cognitive impairments, allowing the author to explore how the compounded trauma of racism and sexism participates in (and is influenced by) mental disability. Chapter 3 examines the materiality and corporeality of language to reveal its role in the formation of (inter)subjectivity. I argue that the use of language in Aboriginal and Maori women’s writing is anchored in the racialised, sexualised bodies of Indigenous women, as well as the locale of their ancestral land. The relationship between language, body, and country in Keri Hulme’s the bone people (1984) and Alexis Wright’s Carpentaria (2006) are analysed in relation to orality, gesture, and mapping in order to reveal their role in the formation of Indigenous selfhood. Chapter 4 explores how the reflexive practice of life-writing (including fictional auto/biography) participates in the decolonisation of the Indigenous self and community, as well as the process of individual survival and cultural survivance, through the selective remembering and forgetting of traumatic histories. Sally Morgan’s Aboriginal life-writing narrative My Place (1987), Terri Janke’s Torres Strait Islander novel Butterfly Song (2005), as well as Paula Morris and Kelly Ana Morey’s Maori texts Rangatira (2011) and Bloom (2003) address these issues in various forms. Through the interactions between memory and memoirs, I bring to light the literary processes of decolonisation of the writing/written self in the settler countries of Australia and Aotearoa/New Zealand. This study intends to raise the profile of the authors mentioned above and to encourage the public and scholarly community to pay attention and respect to Indigenous women’s writing. One of the ambitions of this thesis is also to expose the limits and correct the shortcomings of western, postcolonial, and gender theory in relation to Indigenous women writers and the Fourth World.
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Tuharsky, Juanita F. L. "Around the sacred circle, the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54753.pdf.
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Tuharsky, Juanita. "Around the sacred circle the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape3/PQDD%5F0015/MQ54753.pdf.
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Talavera, Eutimio. "The Unsung Hero Character: A Harbinger Device of Misfortune." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3564.
Full textAbstract:
This thesis introduces an obscure storytelling device, The Unsung Hero character, as one way of examining how movies function as stories. This character is often overlooked, as it frequently cloaks its idiosyncrasies, thus it lacks any apparent signs of internal conflict. This analysis foregrounds the character’s overall functionality, found only in rare instances and typically in the story of a movie. With effective implementation in a story, as a functional harbinger device, brief appearances of The Unsung Hero character demonstrate flashpoints or disclosures of a forthcoming misfortune in the story. This movie analysis shows how The Unsung Hero character functions effectively as a harbinger device in stories.
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Reif, Alison. "Waves of change : economic development and social wellbeing in Cardwell, North Queensland, Australia." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0184.
Full textAbstract:
This thesis is an anthropological study of local understandings of economic development in a small regional town in far North Queensland, Australia. How do preferences regarding lifestyle and social wellbeing impact on those living in the community? The study takes a particular interest in the aspirations, values and choices of the residents and their desires for the future and the future of their town. Throughout this thesis I argue that social wellbeing and lifestyle are important factors in Cardwell residents' choices and feature predominantly in their approaches to economic development. I contextualise this study through a comparative analysis of the effects of economic development on the wellbeing and lifestyle of Aboriginal and non-Aboriginal people in the Cardwell region of north Australia. This comparison arises firstly from an anthropological interest in the circumstances of Australian Aboriginal people as a significant minority in regional towns. Explicit attention is directed toward the Aboriginal people of the Cardwell region as they constitute a socially and culturally distinct sector of the local population. Secondly, my study explores ways in which comparative work of this kind may be instructive on cultural issues relevant to economic development. This is a study of Aboriginal and non-Aboriginal people, who live in similar circumstances, and who, I propose, regard factors other than economic development as important. It is argued that while the Cardwell region does not provide ample nor a variety of economic opportunities, outward migration remains undesirable to many residents.
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McNichols, Chipo McNichols. "Can The Complex Care and Intervention (CCI) Program be Culturally Adapted as a Model For Use With Aboriginal Families Affected by Complex (Intergenerational) Trauma?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1465773400.
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CHEN, GUAN-LIANG, and 陳冠良. "Policy Studies on Employment of Taiwanese Aboriginal." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/76333428324109336717.
Full textAbstract:
碩士逢甲大學
公共政策所
97
The Indigenous Peoples of our country, due to people’s nature and cultural difference as well as the residential geographical environment factor, have stayed for a long time in an inferior position of stay-at-the-edge. The employment issue related to Indigenous People is one of the important activities for the Indigenous People to participate in the mainstream society. However, it is also the most difficult dilemma faced by the Indigenous People. Before 1984, the government did not have any solid Indigenous People employment policies. Most of the policies are the consultation policies regarding the living perspectives of the Indigenous People with main objective to change the traditional living way of Indigenous People. In early 1990s, the main policy is to guarantee and help Indigenous People to meet the employment market requirement of the mainstream society, which leads to the uninterrupted and massive outward movement of the population of Indigenous People to the metropolitan area for a living, and another employment issue of Indigenous People in the metropolitan area is thus generated. Ever since later 1990s, Indigenous People in the metropolitan area had a trend of coming back to their home tribe because of the dilemma they had faced in the metropolitan area regarding employment. Thereafter, employment issue had become one of the major policies of the government for the Indigenous People. Based on the occupation type of Indigenous People, it can be seen that most Indigenous Peoples rely on construction industry (17.1%) and agriculture, forestry, fishery and grazing industry (16.1%) as their main economic income source. Therefore, these two industries are performed with SWOT model analysis and evaluation. In the analysis result, the integration of the natural resource and humanities industry in the tribes of Indigenous People is the key focus. In the original tribe, most people have their living based on agriculture, forestry, fishery and grazing industry. The major reason to cause the falling of the industries in the original tribe is because although the industries in different peoples in the industry are rich, yet there are no assistances from related laws and regulations and from professional human resource incubation policy. Therefore, although the industries in the tribe are rich, yet it is useless without accompanying good laws, regulations and professional human resource incubation policy. In this study, through the investigations of related literature, the causes of the issues in domestic employment of Indigenous People are found out, and the policies on the employment of Indigenous People are analyzed. Then the employment status survey results in the past years are referred to, and policy suggestions are made respectively in three aspects, namely, the creation of employment opportunity for Indigenous People, the development of employment service and the integration of vocational training.
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Wray, Debra E., University of Western Sydney, College of Arts, and School of Education. "HSC Aboriginal studies : strengths, limitations, and impact upon Aboriginal students' self-concepts and educational outcomes." 2006. http://handle.uws.edu.au:8081/1959.7/15151.
Full textAbstract:
Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students.Master of Education (Hons)
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CHEN, TAI-HUNG, and 陳泰宏. "Studies on the Aboriginal Councilors’ Electoral Services: A Case Study of Aboriginal Councilors in Taoyuan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/41546967828097195237.
Full textAbstract:
碩士銘傳大學
公共事務學系碩士班
105
The electoral system of the aboriginal councilors is very different from that of the ordinary councilors. In order to protect the political participation right of the general people, the aboriginal peoples containing 16 ethnic groups are divided into "Plain Aborigines" and "Mountain Aborigines". Local System Law stipulates that a seat of councilor should be reserved when the number of aboriginals is only 2,000. When the number of aboriginal people exceed 10,000, and one more seat can be added; that is to say, for each additional 10,000 aboriginals, one more seat can be added. Compared with the seats of the general councilors, it is clearly shown that the threshold of the aboriginal participation in politics is much lower than that of the general councilors. There is also a difference in electoral-service demands of aboriginal councilors. The findings show that most of the services in the metropolitan area are mostly kind of private requests; nevertheless, most of the mountain areas require services of grassroots, local construction, etc., Most of the councilors’ electorate services lie in local construction. Whether being successful re-election or not, most of the respondents said that the votes would be closely related to electorate services, that well-done councilors should be given positive evaluation and support their re-election. From the type of electoral services of the Aboriginal councilors, it can be seen that the aborigines should strengthen the law education and improve the plight of the disadvantaged groups. In addition to the existing legal support, the aborigines may cooperate with the administrative institutions to focus on the areas where the aboriginal population is concentrated, conducting legal lectures at regular intervals. Meanwhile, issues such as employment, care services, medical and other life support should be solved. Many problems occur because of poor family economic conditions. Therefore , It is recommended to pay more attention to the problem of disadvantageous ethnic groups, and create 24H social relief hotline services and other relevant policies so that the aborigines can have more channels in life for even better assistance.
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Wray, Debra E. "HSC Aboriginal studies : strengths, limitations, and impact upon Aboriginal students' self-concepts and educational outcomes." Thesis, 2006. http://handle.uws.edu.au:8081/1959.7/15151.
Full textAbstract:
Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students.
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Alani, Taslim. "Behind Closed Doors: Aboriginal Women's Experiences with Intimate Partner Violence." 2010. http://hdl.handle.net/10222/13169.
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This study provides a critical analysis of Aboriginal women's experiences with intimate partner violence, and how this experience is affected by their lives on a reserve and their access to resources while there. By taking a social ecological perspective—looking at individual, interpersonal, community, institutional/organizational, and society/policy levels of the ecosystem—a comprehensive analysis can be done. The study explores the role of colonization in the development of today’s circumstances, and its associated factors. It analyzes the role of the government, both past and present, in perpetrating and enabling the problem. This study concludes by arguing that Aboriginal women's experiences are much more complex, needing more innovative and community-based initiatives in order to deal with its intracies. The Canadian government's attention and efforts thus far have fallen short of what is needed within many of Canada's Aboriginal communities.
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"The fourth world : aboriginal women's activism and feminism." Thesis, 1998. http://hdl.handle.net/10388/etd-11172006-142031.
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The purpose of this thesis is to develop a framework for the discussion of Aboriginal women's oppression, one which will reflect Indigenous women's perspectives. It is suggested here that feminism often assumes that all women, cross-culturally, share the same oppression and that this assumption may be false.
The writer believes that the Indigenous "Circle of Life" philosophy more appropriately embodies Aboriginal women's conceptions of human nature, their political philosophy, and their strategy for social change and liberation.
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Zurzolo, Cara. "An exploration of the experiences of non-Aboriginal teachers integrating Aboriginal perspectives into the Manitoba social studies curriculum." 2009. http://hdl.handle.net/1993/3814.
Full textAbstract:
This study explores the experiences of non-Aboriginal teachers who are currently in the process of integrating Aboriginal perspectives into the social studies curriculum in Manitoba schools. This research aims to richly describe and understand the experiences of teachers, and then examines that description of experience through a theoretical lens that respects a commitment to social justice and advocacy for students and teachers. Two theoretical lenses by Banks (2001): namely the four approaches to multicultural curricular reform and the four characteristics of effective multicultural teachers were used to analyze the data. The research consists of the first-person accounts of teachers reflecting on their experiences (structural, curricular, relational and personal), their identity (personal and professional), and their perceptions and attitudes on such matters as equity, social justice and integrating Aboriginal perspectives during two semi-structured interviews. The research specifically highlighted teachers' pedagogical resources (structural, curricular, relational and personal) and the challenges that subverted or submerged their attempts to integrate Aboriginal perspectives successfully in their classrooms. This research attempts to understand the teaching experience and what it is to integrate Aboriginal perspectives and what it means for a non-aboriginal teacher. This information was used to develop a working definition of what it means to integrate Aboriginal perspectives and provided a starting point to interpret this experience.
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Li-Wen, Chiu, and 邱莉雯. "Identity Studies on Aboriginal-Han Biethnic Adults In East Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/74190861472311200743.
Full textAbstract:
碩士國立花蓮師範學院
多元文化研究所
92
The east Taiwan is an area where many ethnic groups contact and communicate. As the second generation in miscegenation between Aboriginals and Hans, these “Aboriginal-Han Biethnics” are hidden within the census columns. Adopting the qualitative methods, anthropological and critical ethnography, the researcher promotes the interview-in-depth with eight Aboriginal-Han Biethnic adults, who share their live experiences about ethnic consciousness, cultural differences in their family life, and their experiences in school or job careers. The interviewees also share their opinions on the contemporary issues about ethnicity and culture in Taiwan. This research does not mean to create another column so called “Biethnic” in the census form, but to present the complexity about ethnic categorization within the mono-ethnic point of view. The researcher finds several characteristics in ethnic and cultural identities of Aboriginal-Han Biethnics： 1.Aboriginal-Han Biethnics have complicated feelings to the Aboriginal groups. They experience the same racism as their Aboriginal friends, they also see the inequality of the society and complain some of their friends’ inability to resist against the oppression. 2.Some of the Aboriginal-Han Biethnics share enthusiasm getting involved into the social movements for the Aboriginal rights, and helping to rebuild the tribal culture; some are eager to search for their better economic achievements. 3.The ethnic and cultural identity pattern of Aboriginal-Han Biethnics is not the one of single dimensional model, but the one shows the phenomenon of cultural hybridity. Its borderline is changeable and instable. 4.The self-esteem of Aboriginal-Han Biethnics come from their good-looking, language abilities, economic or social abilities. They tend to make more friends than ordinary Hans or Aboriginals, and switch their languages when staying with different groups. They usually work in both styles of Hans or Aboriginals, and they also have good ability in communication. 5.Aboriginal-Han Biethnics hope there would be no more racism in the Taiwanese society. One day when people in Taiwan go beyond the mono-ethnic point of view, their hybridized identities and their multiethnic perspectives would be excluded no more. The researcher provides advices for the further studies. Firstly, when studying the ethnic and cultural issues, we should pay more attention to the phenomenon of cultural hybridity in contemporary social context, and we should be concerned with the multiethnic/ multiracial experiences. Secondly, there are more Taiwanese men getting married with women from the other Asian countries, and more Taiwanese women getting married with men from other western countries. In the future, the researcher suggests the educators should bare an open mind to accept those children with their multiethnic/ multiracial and multicultural backgrounds. The life experiences of Aboriginal-Han Biethnic adults bring us a new perspective that crosses the borderline of the ethnic boundaries and breaks through the ethnic categorization. In the postmodern and postcolonial context, they share the hybridized identities, which is something in-between, and something with more possibilities for blending and meaningful discourses.
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Mehdipanah, Roshanak. "Urban Aboriginal Health: Using individual and contextual approaches to better understand the health of Aboriginal populations living in Toronto." Thesis, 2011. http://hdl.handle.net/10012/5900.
Full textAbstract:
INTRODUCTION: Canada’s Aboriginal population is growing at a faster rate than the rest of Canada. While Aboriginal health has improved in the last few decades, life expectancy of First Nations, Inuit and Métis continues to be lower compared to the rest of the Canadian population. Furthermore, current Aboriginal health research tends to focus on those living onreserves while more than half of the Aboriginal population currently resides in urban areas. Despite the importance of neighbourhood factors for understanding health in urban areas, the importance of neighbourhood characteristic for urban Aboriginal health has yet to be examined.
OBJECTIVE: The objective of the research was, to determine both individual-level predictors and neighbourhood-level predictors of self-rated health and diagnosis of chronic conditions, amongst Aboriginal populations living in the City of Toronto; and to determine whether and how neighbourhood-level predictors influence individual-level predictors of self-rated health and diagnosis of a chronic conditions in Toronto neighbourhoods with Aboriginal populations living in them.
METHODS: This study was a secondary analysis of two samples from the 2006 Aboriginal people Survey, consisting of 1080 and 500 Aboriginal individuals in the Toronto Census Metropolitan Area. A series of logistic regressions models were created to identify individual and neighbourhood predictors of “poor” self-rated health and having one or more diagnosed chronic condition(s).
RESULTS: A best fitting model was derived from the individual-level variables to include the demographic variables age, gender and Aboriginal status; and the socio-economic variables average household income, education level and employment status. While neighbourhood-level variables had no significant influence in predicting either health outcome, there was some evidence to suggest influence over individual-level predictors. To further examine this relation, neighbourhoods were stratified based on income inequality, average household income and availability of Aboriginal specific services. This analysis yielded some different effects of individual-level variables for different neighbourhood types, suggesting that some effects of neighbourhood characteristics may interact with individual characteristics to influence health.
CONCLUSION: While contextual factors have some effect on self-rated health, individual factors serve as stronger predictors of individual health. However, more neighbourhood level studies should be considered in order to better understand the growing urban Aboriginal population and potential ecological effects on health.
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McFarlane, I. "Aboriginal society in North West Tasmania : dispossession and genocide." 2002. http://eprints.utas.edu.au/220.
Full textAbstract:
As the title indicates this study is restricted to those Aboriginal tribes located in the North West region of Tasmania. This approach enables the regional character and diversity of Aboriginal communities to be brought into focus; it also facilitates an examination of the unique process of dispossession that took place in the North West region, an area totally under the control of the Van Diemen's Land Company (VDL Co). Issues dealing with entitlement to ownership and sovereignty will be established by an examination of the structure and function of traditional Aboriginal Societies in the region, as well as the occupation and use they made of their lands. Early contact history with the Europeans is examined to demonstrate that there was a real possibility of developing productive relationships with the indigenous inhabitants at the time the VDL Co. took up their land grants. The character of the VDL Co manager Edward Curr, his role in the development of the VDL Co and his harsh treatment of those under his authority, including the Aborigines is also an important area of study. While Company Directors were prepared to countenance the dispossession of the Aborigines and consequent destruction of their culture, Curr was content to preside over their physical destruction. This thesis will demonstrate that Edward Curr persistently ignored instructions from his Directors to the contrary and created, fostered and supported an ethos that encouraged the systematic eradication of the Aboriginal population on allocated Company lands. In 1834, after only eight years under the care of Curr's administration, less than one sixth of the original Aboriginal inhabitants had survived to be taken into exile by the Friendly Mission. Robinson's Friendly Mission provided the main physical contact between the North West Aborigines and Arthur's administration. Thus the activities of the Friendly Mission and its role in removing many of the Aborigines, by force in many cases, is detailed, as is their treatment and condition at the Wybalenna Establishment. The history of the North West Aboriginal tribes will continue by tracing the events and experiences that followed the exile to Flinders Island and Oyster Cove, concluding with the death in 1857 of the last survivor of the North West population. It will be established that the genocide perpetrated against these tribes, was initiated as part of local VDL Co policy, a process exacerbated through colonial administrative expediency and brought to completion by neglect. Finally, there is a brief review of the popular ideologies concerning race, current during the period under study and the extent to which these ideas moulded attitudes and policies relating to Aborigines both in the North West and in general.
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WUN, Hsi-Shin, and 溫席昕. "Case Studies on Aboriginal Writings by Japanese Police in Colonial Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/10167793163536010033.
Full textAbstract:
碩士國立臺灣大學
台灣文學研究所
102
This thesis investigates the colonial and aboriginal administration policy in colonial Taiwan, and hence discusses the representation of Taiwan aborigines and related issues in the writings of Japanese police. Focusing on the writings of Japanese policemen and the context of their act of writing, this thesis will use six different influential and unique case studies as examples, including Sakura (佐倉), Inokuchi (&;#29482;口), Senoo (瀨野尾), Fujisaki (藤崎), Yokoo (橫尾) and Nakamura (中村). By examining their work, life and writing experience during their involvement in police force in colonial Taiwan, I shall discuss the complexity of their personal role as “human”, “Japanese”, “Japanese police” and “Japanese police in colonial Taiwan”, and their struggle of biological and psychological impacts in the context of spatial movement, cultural shuttling between national prestige and values, and the shift in nation, colonization and aboriginal policy. It is as well an important step towards constructing the historical development of Japanese writings in colonial period. In fact, during colonial period, Japanese policemen living in aboriginal boundary were observing the closest life of Taiwan aborigines and thus, through their writings on the representations of aboriginal cultures, I shall discover that their writings either on own interest or as work requirement, including works on Chinese poetry (Han-shi), the construction of aboriginal policy, reflections on policy and reports on South seas region in wartime, these cases tend to unfold the interaction of Taiwanese aborigines, Chinese and Japanese police in the eyes of the basic level of the colonial government. By inquiring the writing practices in the context of historical change, national policy and cultural difference, on the one hand they were observing the “Others”, yet on the other hand they were adopting a shifting of gaze both geographically and culturally, of which it helps to build their own values and self-actualization in the colonial land as well as to respond to the greater change in imagining “nation” , these writings tend to display the complexity and agency of the roles of Japanese police in colonial Taiwan.
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Leroy-Dyer, Sharlene Michelle. "Private-sector employment programs for Aboriginal and Torres Strait Islander peoples: comparative case studies." Thesis, 2016. http://hdl.handle.net/1959.13/1316869.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Aboriginal and Torres Strait Islander peoples hold a unique position in Australian society, yet they are the most disadvantaged group in the community. This disadvantage is a direct result of the effects of European invasion and the systematic exclusion of Aboriginal and Torres Strait Islander peoples from many institutions of Australian society, such as social security, industrial relations and education systems. The unemployment rate for Aboriginal and Torres Strait Islander peoples is three times the national average, the highest unemployment rate of any group in the Australian labour market. Participation rates, skills, qualifications and income are all well below those of the non-Indigenous population. Since 1967, successive Commonwealth governments have attempted to correct these past policies by being proactive in promoting Indigenous education and employment, and by putting policies into place to redress the disadvantage that Indigenous peoples face. This thesis considers a range of employment issues that relate particularly to Aboriginal and Torres Strait Islander peoples’ employment. While noting some of the employment strategies utilised by governments, the particular focus of the thesis is with the strategies pursued by private-sector organisations to manage diversity and to reduce labour market disadvantage for Aboriginal and Torres Strait Islander peoples. By exploring these strategies, the thesis aims to identify what works and what does not work. In so doing, the thesis presents an original contribution to knowledge as the first study to examine private-sector attempts to redress labour market disadvantage for these peoples. In addition, the research will provide the basis for formulating and evaluative framework for Aboriginal and Torres Strait Islander employment.
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Huang, Yao-Te, and 黃耀德. "Aboriginal Cultural and Creative Design Method Studies - a Case Study on Graphic Design." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/rf37zk.
Full textAbstract:
碩士國立東華大學
藝術創意產業學系
102
Recent years, Aboriginal cultural and creative industry is one of the major industries nowadays in Taiwan. It is a key industry for Taiwan to pursue industrial structure adjustment and economic transition. The policies of fostering cultural and creative industry by our government today is no longer like what we did in the past, when only the cultural subjects were dealt in the cultural industry. Today, in addition to extending the industry scope, our government promoted the transformation and value addition of cultural industries by implementing relevant administrative strategies, directly transforming the cultural elements into industrial sectors. Thus, culture and creativity could be combined while the cultural and creative industry is included into the country’s guidelines to foster industry development. This study purpose of our research is to explore the key antecedents along the transformation process. People can use the Internet to quickly accept the information, so the regional people's lifestyles increasingly similar. Various cultures of Taiwan are destroyed, because the economic development. Culture become a business and can continue to develop and present, because the development of "cultural and creative industries". Cultural and creative industries are characterized by a "spiritual". Countries around the world began to develop cultural and creative industries, because it represents a country's symbol. Cultural and creative products are one of the cultural and creative industries. This study aims to investigate how to design cultural and creative products. Reference the cultural and creative product design process and Osborne checklists to establish the aborigines cultural and creative product design methods. This study designs the cultural and creative product of the aborigine’s cultural and creative product design methods. Key words : Indigenous culture、Cultural codes、Design Method、cultural and creative industry
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Leu, Jy-Yih, and 呂枝益. "The Study of Analyzing the Aboriginal Content in the Elementary Social Studies Textbooks." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/63289592141195339955.
Full textAbstract:
碩士國立臺灣師範大學
教育研究所
88
In Taiwan, before the adoption of review system for textbooks (ARST), the elementary textbooks were edited only by NICT(National Institute for Compilation and Translation),namely, these school books were national textbooks. After ARST, besides NICT continued to compile textbooks for elementary school, and also many commercial publishing companies all participated in it, and therefore several versions of review textbook appeared. As far as the elementary social studies is concerned, the versions of review textbooks include official review textbooks (this research called the textbooks that edited by NICT after ARST are ‘official review textbook’), Knsh textbooks, Hanlin textbooks, Senseio textbooks, Nani textbooks, and Newton textbooks. At present, the review textbooks approved were of 1-4 grades. The purpose of this research was to explore aboriginal content in the elementary social studies textbooks which were compiled before ARST and after. The researcher applied both content analysis and interview methods to do this study. Concretely speaking, the exploration in the thesis included three focal points: 1. According to the view of multicultural curriculum design, discussed the design approach of the aboriginal curriculum in textbooks by virtue of the qualitative content analysis; 2. Understood the proportion of aboriginal content appeared on textbooks, and used the “Table of aboriginal content subject matter categories” as research tools of quantitative content analysis to discuss the frequency distribution of aboriginal subject matter; 3. Examined the bias buried in textbooks with regard to aboriginal through the perspective of multicultural education, and meanwhile as soon as the bias questions discovered in textbooks, then the researcher posed them to interview textbook editors in order to collect more related data to analyze. Studied from above, the main results were synthesized as follows. About curriculum design: 1. The compilations and arrangements of aboriginal content in the social studies textbooks published before ARST and after , were not well integrated into the whole textbooks. Therefore, the aboriginal curriculum design were confined just only to the ‘additive approach’ of multicultural curriculum design. 2. The activity content of aboriginal curriculum in the social studies textbooks which were published before ARST and after, were considerably lack of the design of ‘value exploration’, ‘reflection and critical thinking’, ‘problem solving(decision-making)’ and ‘social action’. About frequency: 1. After ARST, the proportion of aboriginal content in the review social studies textbooks, are more than the national textbooks edited before ARST. 2. From the statistics of frequency showed in the ‘Tables of the aboriginal content subject matter categories’, it is known that aboriginal content in the official review textbooks are varied and plentiful than in the national textbooks compiled before ARST. However, there is some merits in the latter ones. 3. After ARST, the distributive condition addressed in the ‘Tables of the aboriginal content subject matter categories’ concerning the review textbooks, were ideal than the national textbooks published before ARST. But there is much room for the review textbooks to improve on. 4. To compare the distributive condition addressed in the ‘Tables of the aboriginal content subject matter categories’ with regard to each version of the textbooks, it is known that the characteristics and deficiencies were existed in. 5. In whole review textbooks, we could obviously discover the phenomenon that some aboriginal themes stressed particularly and some ones disregarded from the statistics of frequency addressed in the Tables of the subject matter categories, and also knew that most aboriginal content were displayed in the 4 grade textbooks, and then the 2, 3, 1 grade textbooks in order. About bias: 1. Invisibility: In all textbooks, the presentation of aboriginal paragon was merely Mona．Lwudaw and of the aboriginal praiseworthy achievement was just only resistance of Japan. 2. Ethnocentrism of the Hans: The Ethnocentrism of the Hans in textbooks was portrayed on the context of ‘ethnic culture experience’, ‘contact of ethnic culture’, and ‘process of cultivation about Taiwan’. 3. Superficiality: There were superficial displays on the cultural content of aboriginal, and the presenting defects of aboriginal festivity content were glance understanding and meaning generalization. 4. Unreality: The truth of ethnic conflicts which were occurred at the historical process, and the plights with regard to aboriginal, could not be reflected and discussed in textbooks. 5. The biases above mentioned were existed in the national textbooks and review textbooks, but there was some improvement in the review textbooks. 6. By way of the analysis of interview data, it is found that the biases concerning aboriginal were caused by: (1) the deficiency of aboriginal literature, (2)the myth of ethnic population proportion,(3)editorial limitation,(4) value judgement of the Hans, (5)worrying about the review and approval problem, (6)compiler’s passive thinking, and (7)the restriction of compiler’s fixed cognition. Finally, based on the results above and the deficiency of the research, suggestions were offered.
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Mooney, Janet. "A critical analysis of core Aboriginal studies subjects in primary teacher education courses." Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/499808.
Full textAbstract:
Australia has come to a critical point in its identity as a nation, that is, acknowledging its Aboriginal peoples - Australia's first people - as an intrinsic part of what it is to be Australian. That means respecting Australia's history which includes Australia's first people's histories in our studies, and in the fabric of who we are. It also includes Aboriginal students, achieving educational outcomes commensurate with their non-Aboriginal peers. The New South Wales Department of Education and Training (NSW DET) Aboriginal education policies, along with the national Aboriginal education policies and a whole host of reports, have identified that for a complexity of reasons, non-Aboriginal Australian's have nurtured prejudices and out-dated misconceptions about Aboriginal Australians. These reports and policies have therefore recommended that all Australian school students be taught the truth about Australia's Aboriginal past from colonisation to the present, to learn how the past shaped the present, and to walk together to shape the future. Teaching Aboriginal Studies and integrating Aboriginal perspectives by incorporating Aboriginal history, culture, and values into the school's curriculum has been a challenge for NSW DET. Whilst teachers are expected to teach Aboriginal Studies and integrate Aboriginal perspectives, many lack knowledge about Aboriginal history and culture, many have never met an Aboriginal person, and many pre-service teachers have not been taught the knowledge, skills, and understandings to effectively teach Aboriginal Studies and Aboriginal students as a component of their teacher education courses. Of the pre-service teachers who have experienced Aboriginal Studies teacher education core courses, a paucity of research has been conducted to explicate the nature, value, and impact of these courses. The overarching purpose of this thesis was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation, and creating a more socially just society. To address this purpose, the present investigation critically analysed multiple stakeholders' self-perceptions of the value, nature, success, and impact of core Aboriginal Studies subjects in primary teacher education courses.
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Fontaine, Leah Marisa. "Spirit menders: the expression of trauma in art practices by Manitoba Aboriginal women artists." 2010. http://hdl.handle.net/1993/4255.
Full textAbstract:
Historical trauma has affected the lives of all Aboriginal people in Canada. This thesis argues that Aboriginal art has the potential to contribute to recovery from trauma on an individual and a communal level but that its continued analysis through the Western gaze may take away from this restorative impact. The main purpose of this research is therefore to explore how historical trauma theory and the Aboriginal ethos
can be viewed together to create a new hybridized lens though which to interpret Aboriginal art. This lens has been named the Spirit Mender Model. The thesis explains and illustrates how this model provides a useful Aboriginal lens through which to understand, interpret, and appreciate Aboriginal art in it restorative impacts.
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Richard, Mallory Allyson. ""Indianness" and the fur trade: representations of Aboriginal people in two Canadian museums." 2011. http://hdl.handle.net/1993/4413.
Full textAbstract:
This project examines whether recent changes to the relationships between museums and Aboriginal people are visible in the museum exhibits and narratives that shape public memory. It focuses on references to the fur trade found in the Canadian Museum of Civilization’s First Peoples Hall and Canada Hall and throughout the Manitoba Museum, using visitor studies, learning theory and an internal evaluation of the Canada Hall to determine how and what visitors learn in these settings. It considers whether display content and visual cues encourage visitors to understand the fur trade as an industry whose survival depended on the participation of Aboriginal people and whose impacts can be viewed from multiple perspectives.
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Young, Tamara. "Going by the Book: Backpacker Travellers in Aboriginal Australia and the Negotiation of Text and Experience." 2005. http://hdl.handle.net/1959.13/31581.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Long-term independent travel is regarded by many commentators as an active quest for discovery, and has long been proclaimed by individuals and organisations, both within and outside the tourism industry, as having a social, cultural and educative role. As independent travel becomes an increasingly popular and important sector of the travel market, the guidebook as cultural text becomes a significant and powerful mediator of experience. Guidebooks have a prevailing capacity to define and represent places, peoples and cultures and, at the same time, present descriptive and prescriptive information that simultaneously constructs the traveller and shapes their perspectives and experiences. Independent travellers such as backpackers, in their quest for the ‘authentic’, often seek out experiences with other cultures and demonstrate a desire to learn about, and interact with, indigenous people and their cultures. This thesis is concerned with the complex process of the dialectic construction of the backpacker (the traveller) as a particular gazing and experiencing subject, and of places, peoples and cultures (the travelled) as objects of the gaze. Central to the thesis is a consideration of the role of the guidebook as an interpretative lens through which the constructed and mediated nature of both the traveller and the travelled can be examined and understood. Drawing on theoretical and methodological insights from the interdisciplinary fields of tourism studies and cultural studies, the thesis seeks to understand relationships between text, audience and culture in tourism. The interpretative method of textual analysis is married with qualitative interviews with a sample of backpackers to Australia to examine the interplay between travellers, guidebooks and experiences. An analysis of guidebooks published by Lonely Planet, Rough Guide and Let's Go reveals that representations of Aboriginal people and their cultures are central to constructing an ‘authentic’ experience for independent travellers to Australia. These representations are, however, not without contradiction, as traveller discourses of authenticity, cultural awareness, cultural sensitivity and responsible travel are mobilised concurrently with popular tourism imagery and stereotypes of Aboriginal Australia. For the backpackers interviewed, the discrepancies between discourses provided in guidebooks means that their engagement with texts is dynamic, and their experiences with, and understandings of, Aboriginal Australia are continuously negotiated and renegotiated throughout their travel experiences. I argue in this thesis that backpackers actively engage with narratives and representations of culture contained within guidebooks, and negotiate these textual contradictions to construct a particular type of experience and traveller-self to make sense of their travels in Aboriginal Australia. The findings of this thesis raise important questions about the role that the text plays as mediator between the traveller and the travelled culture, and the tensions, contradictions and negotiations between text and lived experience.
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Young, Tamara. "Going by the Book: Backpacker Travellers in Aboriginal Australia and the Negotiation of Text and Experience." Thesis, 2005. http://hdl.handle.net/1959.13/31581.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Long-term independent travel is regarded by many commentators as an active quest for discovery, and has long been proclaimed by individuals and organisations, both within and outside the tourism industry, as having a social, cultural and educative role. As independent travel becomes an increasingly popular and important sector of the travel market, the guidebook as cultural text becomes a significant and powerful mediator of experience. Guidebooks have a prevailing capacity to define and represent places, peoples and cultures and, at the same time, present descriptive and prescriptive information that simultaneously constructs the traveller and shapes their perspectives and experiences. Independent travellers such as backpackers, in their quest for the ‘authentic’, often seek out experiences with other cultures and demonstrate a desire to learn about, and interact with, indigenous people and their cultures. This thesis is concerned with the complex process of the dialectic construction of the backpacker (the traveller) as a particular gazing and experiencing subject, and of places, peoples and cultures (the travelled) as objects of the gaze. Central to the thesis is a consideration of the role of the guidebook as an interpretative lens through which the constructed and mediated nature of both the traveller and the travelled can be examined and understood. Drawing on theoretical and methodological insights from the interdisciplinary fields of tourism studies and cultural studies, the thesis seeks to understand relationships between text, audience and culture in tourism. The interpretative method of textual analysis is married with qualitative interviews with a sample of backpackers to Australia to examine the interplay between travellers, guidebooks and experiences. An analysis of guidebooks published by Lonely Planet, Rough Guide and Let's Go reveals that representations of Aboriginal people and their cultures are central to constructing an ‘authentic’ experience for independent travellers to Australia. These representations are, however, not without contradiction, as traveller discourses of authenticity, cultural awareness, cultural sensitivity and responsible travel are mobilised concurrently with popular tourism imagery and stereotypes of Aboriginal Australia. For the backpackers interviewed, the discrepancies between discourses provided in guidebooks means that their engagement with texts is dynamic, and their experiences with, and understandings of, Aboriginal Australia are continuously negotiated and renegotiated throughout their travel experiences. I argue in this thesis that backpackers actively engage with narratives and representations of culture contained within guidebooks, and negotiate these textual contradictions to construct a particular type of experience and traveller-self to make sense of their travels in Aboriginal Australia. The findings of this thesis raise important questions about the role that the text plays as mediator between the traveller and the travelled culture, and the tensions, contradictions and negotiations between text and lived experience.