Dissertations / Theses on the topic 'Children, Aboriginal Australian – Treatment'
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1
Luker, Trish. "The rhetoric of reconciliation : evidence and judicial subjectivity in Cubillo v Commonwealth /." Access full text, 2006. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20080305.105209/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2006.Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy, La Trobe Law, Faculty of Law and Management, La Trobe University, Bundoora, Victoria". Includes bibliographical references (leaves 318-338). Also available via the World Wide Web.
2
Webb, Gwendalyn. "Explorations in the Dialect of Australian Aboriginal Preschool Children." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/66128.
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This longitudinal research explored the use of Aboriginal English (AE) dialect by Australian Aboriginal preschool children. Data from educator-child interactions was analysed for features of AE and change in dialect density across contexts. Interview data gathered from educators and carers about the children’s communicative competency was analysed qualitatively. Results confirmed Aboriginal children’s use of AE dialect and highlighted factors perceived by participants to affect their language and literacy development. Directions for future research are indicated.
3
Pedersen, Anne. "Ingroup preference and self-concept of urban Aboriginal-Australian children." Thesis, Pedersen, Anne (1999) Ingroup preference and self-concept of urban Aboriginal-Australian children. PhD thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/50441/.
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While prejudice against Aboriginal-Australian people in Perth is well documented (e.g., Pedersen & Walker, 1997), no research exists as to whether Aboriginal children feel this prejudice, and if so whether it relates to their sense of self. The present project examines these issues. Its major emphasis is the self-attitudes of urban Aboriginal-Australian children (primarily local Nyoongah) and - to a lesser degree - AngloAustralian children, both at a group and personal level. More specifically, the project examines the children's ingroup preference (i.e., how they feel about their cultural group) and their self-concept (i.e., how they feel about themselves personally), and the relationship between the two constructs. Also of interest is the effect of culture of interviewer on such self-attitudes, the relationship between the children's self-attitudes and reflected appraisals (how the children feel others like them), and the relationship between the children's selfattitudes and their teachers' ratings of their academic performance.
Chapter One gives a brief introduction to the topic, and Chapters Two and Three examine the research relating to ingroup preference and self-concept/ self-esteem. Chapter Four outlines the issues relating to the testing of Aboriginal children, and details three pilot studies. Within this chapter, Study One examines what facets of self are important to both Aboriginal and Anglo children. Studies Two and Three pilot-test the ingroup preference and self-concept scales. Chapters Five and Six present the main studies. The main focus of Chapter Five (Study Four) is to investigate the ingroup preference of Aboriginal children, and the relationship between ingroup preference and self-concept. The study (ii) particularly focuses on the effects of interviewer culture (Aboriginal versus Anglo) on the children's responses. 117 Aboriginal children aged 5-12 years were interviewed about their ingroup preference. Children aged eight and over were also interviewed about their selfconcept and reflected appraisals. Children under eight years of age were not interviewed due to controversy in the literature about testing very young children in this respect. The children showed greater ingroup preference when interviewed by an Aboriginal interviewer; no such effect was found with self-concept scores. While age had no significant effect on ingroup preference, a negative correlation existed between age and self-concept. Self-concept scores were significantly more positive than, and were unrelated to, ingroup preference scores. In general, the Aboriginal children demonstrated awareness of specific cultural stereotypes at an early age.
With respect to the reflected appraisals questions, results differed depending upon the interviewer. Using data from the Aboriginal interviewer, results indicated that almost half the children felt that the wider community didn't like them, with boys in the older age bracket feeling this more than girls of the same age. Reflected appraisals items were more strongly related to self-concept rather than ingroup preference measures; in addition, family influences on self-concept scores were on the whole stronger than societal ones. It was concluded that family support buffers Aboriginal children to a degree from the attitudes of the wider community.
In Chapter Six, the final study is described and discussed. This involved testing the ingroup preference of 60 Aboriginal and 60 Anglo (iii) children aged 6-12 years. As in Study Four, children aged eight and above were also interviewed about their self-concept and reflected appraisals. These variables were then linked with teachers' ratings of academic performance. Results indicated that Anglo children showed greater ingroup preference and scored higher on teacher appraisals than Aboriginal children, although there was no difference on self-concept. Complex relationships were also found between reflected appraisals and the other variables that differed depending upon the culture of child.
Seven major findings emerged from this project. First, both Aboriginal and Anglo children demonstrated awareness of specific social stereotypes of Aboriginal and Anglo people at a very early age. This led to Aboriginal children scoring lower on ingroup preference than Anglo children. However, responses of the children were extremely heterogeneous. Second, both Aboriginal and Anglo children scored high on self-concept scores, which supports the majority of previous research that minority groups do not necessarily score lower in this regard. Third, Aboriginal children scored higher on ingroup preference with a same-culture interviewer than with an Anglo- Australian interviewer. Fourth, how the children felt about themselves personally was unrelated to their ingroup preference in all studies. Fifth, regarding reflected appraisals, family influences on ingroup preference and self-concept scores were on the whole stronger than societal ones. Sixth, in Study Four, almost half the Aboriginal children (especially the older boys) felt that the wider community didn't like (iv) them. Finally, Aboriginal children scored lower than Anglo children on academic performance.
The overall conclusion reached in this project is that the problems faced by Aboriginal children are only likely to be alleviated by a great deal of structural change, as cultural oppressions are perpetuated by societal rules. A good place to start is within the school system itself, which in some respects reflects the societal system at large.
4
Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.
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National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.
5
Briskman, Linda 1947. "Aboriginal activism and the stolen generations : the story of SNAICC." Monash University, National Centre for Australian Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/9293.
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Spurling, Helen Jennifer. "'Taken young and properly trained' : a critique of the motives for the removal of Queensland Aboriginal children and British migrant children to Australia from their families, 1901-1939 /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17575.pdf.
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Sidebotham, Naomi. "The white man never wanna hear nothin about what's different from him: representations of laws 'other' in Australian literature." Thesis, Sidebotham, Naomi (2009) The white man never wanna hear nothin about what's different from him: representations of laws 'other' in Australian literature. PhD thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/465/.
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Law controls our everyday. It regulates our lives. It tells us what is and is not acceptable behaviour, it confers and protects our rights, and it punishes us for our indiscretions. But law does much more than this. It creates normative standards which shape the way people are treated and the way that we relate to each other and to society generally. The law defines people. It constructs identity. And it creates the 'other'. This is a legacy of positivism's insistence on identifying that which is 'inside' law, and so accorded legitimacy, and that which is not. That which does not conform to law's constructed standards and values is identified as 'other' and marginalised and silenced. In this thesis, I demonstrate the way that the law constructs 'other', in particular, the Aboriginal 'other'. I consider the way that Aborigines have been defined by the law to show the consequences that this has had for Aboriginal people beyond the purely legal. I argue that law's construction of Aboriginality has contributed to the marginalisation of Aboriginal people and their exclusion from many aspects of the legal and the social, and that it has silenced them within the dominant domain, denying them the ability to challenge the wrongs perpetrated against them. I examine these issues through the medium of literature. I argue that literature's contribution to exposing, critiquing and challenging law's construction of 'other' is invaluable. It informs the reader about the way that the law has treated Aboriginal people and, more generally, about the structures and limitations of our positivist legal system. It thereby contributes to the community's perception and understanding of the way the law works, and the impact that it has on the lives of its subjects. Perhaps most importantly, it also educates towards social change and reform.
8
Sidebotham, Naomi. ""The white man never wanna hear nothin about what's different from him" : representations of law's 'other' in Australian literature /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090318.172325.
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9
Thistleton-Martin, Judith. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998 /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031024.100333/index.html.
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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
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This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
11
Cox, Rebecca. "Vision and ocular characteristics of Australian Indigenous children." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211436/1/Rebecca_Cox_Thesis.pdf.
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This research presents the first comprehensive analysis of the vision and ocular characteristics of Australian Indigenous children including the prevalence of vision condition such as refractive error, and assessment of macula retinal thickness, optic nerve head dimensions, and ocular biometry. Findings revealed important differences in the process of emmetropisation, and in several ocular structures which may impact the risk for and detection of ocular diseases in adulthood. Additionally, while Indigenous and non-Indigenous children exhibited similar rates of vision conditions, Indigenous children were less likely to have received an eye examination, highlighting the importance of improved eyecare services for Indigenous Australians.
12
Howard, Peter Thomas. "Beliefs about the nature and learning of mathematics in years 5 and 6 : the voices of Aboriginal children, parents, Aboriginal educators and teachers /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030414.122112/index.html.
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Thesis (Ph.D.)--University of Western Sydney, 2001."A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the degree of Doctor of Philosophy". Bibliography : p. 224-240.
13
Shahid, Shaouli. "Towards understanding disparities in cancer outcomes for Aboriginal Australians: exploring Aboriginal perceptions and experiences of cancer in Western Australia." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/467.
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Cancer has become one of the major chronic diseases among Aboriginal and Torres Strait Islander people of Australia, and was declared a health priority in the National Aboriginal and Torres Strait Islander Health Strategy in 2001. Since then efforts have been instigated to improve the epidemiological information with regard to cancer among Aboriginal Australians in several jurisdictions. Specific issues related to cancer have been identified. Aboriginal Australians compared with non-Aboriginal people have higher occurrence of preventable cancers and are less likely to access cancer screening, are diagnosed at a more advanced stage, have poor continuity of care, lower compliance with treatment and lower five-year survival rates. Several risk factors for higher incidence of some cancers have also been noted. However, these do not adequately explain the reasons behind the delayed presentation, poor compliance and different treatment outcomes of cancer among Aboriginal Australians compared to the total population.To investigate and explore the variations in Aboriginal Australians’ beliefs, understanding and perceptions around cancer and their experiences with cancer services, an exploratory, in-depth qualitative study was undertaken in several locations of Western Australia (WA). This was done with a view to understanding Aboriginal decision-making processes in relation to accessing cancer care in WA. The study was approved by the Human Research Ethics Committee (HREC) of Curtin University, the Western Australian Aboriginal Health Information and Ethics Committee (WAAHIEC), the Royal Perth and Sir Charles Gairdner Hospitals, and by the local Aboriginal Community Controlled Health Services (ACCHS) in regions where the research was conducted.The study adopted a hermeneutic phenomenological research design and used qualitative methods. A hermeneutic phenomenological approach was chosen as this allowed understanding to emerge from the experiences of the participants through interpreting the situated meaning of humans in the world. The views of 30 Aboriginal participants – including patients, survivors and close family members who had lost someone to cancer in their families – were gathered through in-depth interviews. The fieldwork was conducted between March 2006 and September 2007. Interview data were tape-recorded, transcribed and analysed using NVivo7 Software. Thematic analysis was carried out from the information.The findings from the study suggest that many factors affect Aboriginal people’s willingness and ability to participate in cancer-related screening and treatment services. Late diagnoses were not only due to late presentations, as some delayed diagnoses occurred in patients who had regular contact with medical services. Participation in treatment is affected by beliefs and fatalistic attitudes towards cancer; limited understanding of the biomedical aspects of cancer and treatment processes; preference of Aboriginal people to use other approaches to healing such as traditional healers and bush medicine; unwillingness to be separated from family and country, and several infrastructural and logistical issues such as cost, transport and accommodation. It was found that fear of death, shame, beliefs such as cancer is contagious and other spiritual issues affected Aboriginal people’s decisions around accessing services.Moreover, miscommunication between Aboriginal patients and health care providers, lack of cultural security and culturally appropriate support services, lack of Aboriginal staff within the hospital to personally support Aboriginal patients, and the alienating environment of oncology treatment services were also mentioned as barriers. Factors important for effective patient-provider communication such as language, shared understanding, knowledge and use of medical terminology require particular attention. Lack of a reliable and on-going relationship with service providers also came up quite persistently. All of these issues were underpinned by the historical context which includes past discriminatory treatment and experiences of racism by Aboriginal people within mainstream medical institutions. These factors contribute to fear of the medical system, feelings of disempowerment, and mistrust towards the system which constrain Aboriginal participation in cancer treatment and other support services.The results of this study indicate that an understanding of the complex “layers” (from micro to macro) of factors and the interactions between them is required to elucidate Aboriginal people’s decision-making processes around engaging and participating in mainstream cancer services. This research identified gaps in knowledge and understanding and a lack of support services within Aboriginal communities.The findings from the research have been shared with relevant cancer-specific and Aboriginal Community Controlled Health Services with a vision to utilise the study outcomes for the benefit of Aboriginal individuals and communities. Aboriginal people were invited to be co-presenters and co-authors wherever the study findings were presented. An Indigenous Women’s Cancer Support Group (IWCSG) was established in Geraldton after the completion of fieldwork there. This support group has been working to raise awareness of cancer in local Aboriginal people.Some suggestions and recommendations to improve services and cancer outcomes for Aboriginal Australians came out of the study. These include: employment of Aboriginal staff in services and involvement of them in decision-making, maintenance of culturally sensitive, empathetic person-to-person contact, provision of infrastructural and institutional support to involve Aboriginal families within the treatment domain; acknowledgement of holistic concepts of health and well-being; and increase Aboriginal health literacy with regard to cancer.
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Reynolds, Mikaela. "Constructing improved standards for bone age assessment of Australian children." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/203719/1/Mikaela_Reynolds_Thesis.pdf.
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This study constructed contemporary radiographic bone age estimation standards for the Queensland paediatric population through a morphological and morphometric analysis of the ossification of the hand and wrist. A digital application is introduced and recommended as an alternative to traditional techniques to improve the accuracy of maturational assessment in a multi-ancestral population. These standards will improve the reliability of bone age estimation in clinical and forensic applications.
15
Blackmore, Ernie. "Speakin' out blak an examination of finding an "urban" Indigenous "voice" through contemporary Australian theatre /." Click here for electronic access to document: http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080111.121828/index.html, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080111.121828/index.html.
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Thesis (Ph.D.)--University of Wollongong, 2007."Including the plays Positive expectations and Waiting for ships." Title from web document (viewed 7/4/08). Includes bibliographical references: leaf 249-267.
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Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
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Urban Aboriginal students often come to school with a different set of cultural and
language learnings than those of their non- indigenous peers. These differences can
pose major barriers for the primary- aged Aboriginal student trying to access the
curriculum which is based on Standard Australian English (SAE). Aboriginal students
often come to school speaking a recognised dialect of English, Aboriginal English
(AE) which has its own grammatical, phonological, pragmatic and socio- cultural
standards which at times are quite different from those of classroom language
interactions. The mismatch between the language of the home (AE) and the language
of the classroom (SAE) can have dramatic effects on the literacy learning of
Aboriginal students and hence their ability to effectively read in Standard Australian
English.
This study aims to explore the question of whether changes would be evident in urban
Aboriginal students (who speak Standard Australian English as a second dialect),
following a targeted reading intervention program. This reading intervention program,
called an "Integrated Approach" combined existing strategies in reading and second
language I second dialect teaching and learning, with cultural understandings, in a
methodology aimed at improving the reading ability of the participating Aboriginal
students. The students who were the 5 case studies were part of a larger cohort of
students within a wider study. Students were drawn from primary schools in urban
localities within the Catholic Archdiocese of Brisbane in Queensland, Australia.
Qualitative data collection procedures were used to observe the 5 case study students
over a period of 6 months and quantitative measures were also utilised to support this
data for the purposes of triangulation. Both data collection sources for the case studies
and the wider study showed that the reading intervention program did have significant
effect on reading accuracy, reading comprehension and the affective area of learning.
The study revealed that by using the teaching I learning strategies described in the
intervention program, combined with socio-cultural understandings which include
respect for the students' home language and an understanding of the effects of
learning English as a Second Dialect (SESD), educators can assist Aboriginal students
m improving their abilities to read in SAE. Other positive effects on students'
behaviours during the intervention program which were recorded during the study
included: an improved attitude to reading; a new willingness and confidence in
reading; an improved willingness to participate in language activities both in tutorial
sessions and back in the classroom; improved use of decoding skills and an improved
control over SAE grammatical structures in writing tasks.
This study emphasises the need for educators to work ardently at increasing their own
understanding of how best to assist Aboriginal students in becoming competent
literacy learners in SAE. Closing the gap created by the mismatch between home and
school language can only be achieved by educators exploring eclectic pedagogical
options and valuing the Aboriginal student's home language as a vital learning tool in
gaining this competence in SAE literacies.
KEYWORDS
Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students;
Standard Australian English; English as a Second Language; Standard English as a
Second Dialect; Aboriginal English; Standard Australian English; home language;
socio- cultural; culture; language; oral language; oral culture; prior knowledge;
literacy; reading; reading comprehension; reading strategies; modelling reading;
literature; learning styles; mechanics of reading; code switching; standardised
assessment.
17
Walker, Kate. "Trends in birthweight and infant weights : relationships between early undernutrition, skin lesions, streptococcal infections and renal disease in an Aboriginal community /." Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/2406.
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Undernutrition in prevalent in Aboriginal communities, in utero, infancy and childhood. It influences childhood morbidity and mortality and growth patterns. Undernutrition and poor socio-economic status also contribute to endemic and epidemic infectious disease, including scabies and streptococcal infection. It has been suggested that early undernutrition, and streptococcal and scabies infection are risk factors for renal disease, which is at epidemic levels and increasing. This thesis examines the prevalence of undernutrition in newborns and infants in an Aboriginal community over time, and its impact on childhood growth and child and adult renal markers. The association between skin lesions, streptococcal serology, post-streptococcal glomerulonephritis (PSGN) and renal markers as evaluated through a community wide screening program in 1992-1995 is also examined. Birthweights have increased since the 1960s, but they are still much lower than the non-Aboriginal values. Weights in infancy have decreased since the 1960s. At screening in childhood stunting was common, reflecting the presence of long-term poor nutrition in infancy. In both adults and children, birth weight and infant weights were negatively associated with albuminuria measured by the albumin to creatine ratio (ACR).
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Disbray, Samantha. "More than one way to catch a frog : a study of children's discourse in an Australian contact language /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.
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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
20
Freemantle, Cecily Jane. "Indicators of infant and childhood mortality for indigenous and non-indigenous infants and children born in Western Australia from 1980 to 1997 inclusive." University of Western Australia. School of Paediatrics and Child Health, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0020.
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[Truncated abstract. Please see pdf format for complete text.] Background : The excess burden of mortality born by young Indigenous Australians and the disparity in infant and childhood mortality between Indigenous and non-Indigenous Australians have been well documented. The accuracy and completeness of national data describing the health of Indigenous Australians is inconsistent. The Western Australia (WA) Maternal and Child Health Research Database (MCHRDB), is a linked total population database that includes perinatal maternal and infant data, and infant and childhood morbidity and mortality data. Overall, these data are more than 99% complete, with a similar high level of completeness and validity for Indigenous Western Australians. Aim : The aim of this thesis is to measure Indigenous infant (0 to <1 year) and childhood (>=1 to <19 years) mortality and the disparity between Indigenous and non-Indigenous infants and children in WA for birth cohorts from 1980 to 1997 inclusive. To achieve this aim a number of secondary aims were identified, including the measurement of certain maternal and infant variables, and the age-specific, all-cause and cause-specific mortality for WA infants and children. Method : The study comprises a longitudinal birth cohort study, the primary data source being the MCHRDB. Data included on the MCHRDB are complete for all births in WA from 1980 onwards, with new birth cohorts linked on an annual basis. Maternal and infant variables and the geographical location of the residence and the time of birth and death were included in the descriptive and multivariate analyses. Each infant and childhood death was coded using a three-digit code developed primarily for research purposes. The descriptive analyses of mortality referred to the probability of dying in infancy and in childhood as the cumulative mortality risk (CMR), for various diseases and various population subgroups. Age-specific childhood rates were also calculated. The results of multivariate analyses included the fitting of Cox and Poisson regression models, and estimates of effect were represented as hazard ratios (Cox regression) and relative rates (Poisson regression). Results : Between 1980 and 1997, births to Indigenous mothers accounted for 6% of total WA births. Approximately 46% of Indigenous births were to mothers living in a remote location compared to 9% of non-Indigenous births. Indigenous mothers gave birth at an earlier age (30% of births were to teenage mothers compared to 6% of non-Indigenous births), and were more likely to be single than non-Indigenous mothers (40% Indigenous, 9% non-Indigenous). Indigenous infants had more siblings, were born at an earlier gestation and with a lower birth weight and percentage of expected birth weight. The CMR for Indigenous infants was 22 per 1000 live births compared with 6.7 for non- Indigenous infants, a relative risk (RR) of 3.3 (95%CI 3.0, 3.6). While there was a decrease in the CMR over the birth year groups for both populations, the disparity between the rate of Indigenous and non-Indigenous infant mortality increased. The Indigenous postneonatal (>28 to 365 days) mortality rate (11.7 per 1,000 neonatal survivors) was higher than the neonatal (0 to 28 days) mortality rate (10.3 per 1,000 live births). This profile differed from that for non-Indigenous infants, where the neonatal mortality rate (4.3 per 1,000 live births) was nearly twice that of the postneonatal mortality rate (2.4 per 1,000 neonatal survivors). The main causes of infant mortality among Indigenous infants were potentially preventable. These causes were infection followed by Sudden Infant Death Syndrome (SIDS), which differed from the main causes for non-Indigenous infants, sequelae of prematurity and birth defects. The CMR attributable to SIDS increased over the years amongst Indigenous infants and decreased significantly over the years in the non-Indigenous population. Furthermore, the disparity in mortality between the two populations increased and, in 1995 to 1997, was over seven times higher amongst Indigenous infants. The CMR was highest amongst infants living in remote locations for all causes of death except for Indigenous deaths attributable to SIDS, where the risk of death was highest amongst infants living in metropolitan locations. With the exception of infection, there was no difference in cause-specific mortality amongst Indigenous infants according to geographical location. Indigenous infants living in a remote location were at a significantly increased risk of death due to infection compared with their peers living in a rural or metropolitan location. The risk of death for Indigenous children was more than three times higher than for non-Indigenous children. This risk was significantly increased when most of the perinatal maternal and infant variables were considered.
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Muldoon, Paul (Paul Alexander) 1966. "Under the eye of the master : the colonisation of aboriginality, 1770-1870." Monash University, Dept. of Politics, 1998. http://arrow.monash.edu.au/hdl/1959.1/8552.
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Belicic, Michael Joseph. "Alcohol and violence in Aboriginal communities : issues, programs and healing initiatives." Thesis, Queensland University of Technology, 1999.
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Alcohol misuse is considered the most significant cause of violence in
Aboriginal and Torres Strait Islander communities. All members of the Aboriginal
community feel the impact of heavy alcohol consumption and related violence.
Initiatives that attempt to reduce alcohol consumption as a strategy to decrease crisis
levels of violence have had limited success. This thesis examines the extent and
patterns of Aboriginal alcohol consumption and explores the relationship between
alcohol misuse and violence, using secondary statistical and exploratory literature. It
will be contended that: the link between alcohol misuse and violence is not a simple
cause and effect relationship; and Aboriginal family and community violence are
symptoms of underlying social and psychological trauma.
This thesis presents qualitative researched case studies of Aboriginal alcohol treatment organisations, and Aboriginal initiatives that address the issues underlying violence. It is argued that interventions focusing on alcohol alone will not reduce family violence and community dysfunction. A "grassroots," Aboriginal community based response is presented as an alternative to reactive and short-term interventions.
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Wright, Heathcote R. "Trachoma in Australia : an evaluation of the SAFE strategy and the barriers to its implementation /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003844.
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Thesis (Ph.D.)--University of Melbourne, Dept. of Opthalmology, 2007.Typescript. SAFE Strategy refers to Surgery for trichiasis, Antibiotics for active infection, Facial cleanliness and Environmental improvements. Includes bibliographical references (leaves 233-253). Also available electronically: http://eprints.unimelb.edu.au/archive/00003844.
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Jewell, Trevor. "Martu tjitji pakani : Martu child rearing and its implications for the child welfare system." University of Western Australia. Social Work and Social Policy Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0147.
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In this research, I explore my belief that one the reasons for the continuing poor outcomes for Indigenous people was that State-wide and national programs ignored unique local Indigenous culture and did not actively involve local Indigenous people in the development of programs for their area. I chose to examine this perception through investigation of the tension between Indigenous culture and worldview and the dominant White values of the child welfare system (broadly defined), through description of Martu child rearing practices and beliefs in the remote Western Australian town of Wiluna. The Martu live in a remote environment of material poverty, high levels of unemployment, low levels of educational achievement and poor health outcomes. The research sponsored by the Ngangganawili Aboriginal Health Service and located in its Early Childhood Centre, uses an Indigenous research approach based on Brayboy's (2005) TribalCrit to explore Martu child rearing practices, beliefs and values. It uses the stories told by the Martu in Wiluna about the way they and their families were brought up and observations of Martu families to answer research questions around Martu definitions of children and families, their concerns for their children, ways of ensuring the well being of their children, and whether there is a Martu child welfare approach. The research then considers the implications of these Martu practices for the broadly defined child welfare system. The stories told by the Martu show that they have a unique way of bringing up their children that is different to those in the dominant White culture. This uniqueness is derived from a combination of the recent colonisation of the Martu, their culture and their post colonisation experiences. The implications of Martu child rearing for the child welfare system are based on the assumption that Martu are wholly dependent on poorly designed and targeted government provided or funded services, and the current ways of delivering these services is failing the Martu. The research concludes that the key to improving outcomes for Martu children and their families is for the agencies delivering these services to form close working relationships with the Martu; operate within, understand, appreciate, and respect Martu Law and culture; understand their (personal and agency) and Martu post colonisation histories; and allow for Martu control, definition of priorities and development of strategies to address the problems.
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Luker, Trish, and LukerT@law anu edu au. "THE RHETORIC OF RECONCILIATION: EVIDENCE AND JUDICIAL SUBJECTIVITY IN CUBILLO v COMMONWEALTH." La Trobe University. School of Law, 2006. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20080305.105209.
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In August 2000, Justice O�Loughlin of the Federal Court of Australia handed down the decision in Cubillo v Commonwealth in which Lorna Cubillo and Peter Gunner took action against the Commonwealth Government, arguing that it was vicariously liable for their removal from their families and communities as children and subsequent detentions in the Northern Territory during the 1940s and 1950s. The case is the landmark decision in relation to legal action taken by members of the Stolen Generations.
Using the decision in Cubillo as a key site of contestation, my thesis provides a critique of legal positivism as the dominant jurisprudential discourse operating within the Anglo-Australian legal system. I argue that the function of legal positivism as the principal paradigm and source of authority for the decision serves to ensure that the debate concerning reconciliation in Australia operates rhetorically to maintain whiteness at the centre of political and discursive power. Specifically concerned with the performative function of legal discourse, the thesis is an interrogation of the interface of law and language, of rhetoric, and the semiotics of legal discourse.
The dominant theory of evidence law is a rationalist and empiricist epistemology in which oral testimony and documentary evidence are regarded as mediating the relationship between proof and truth. I argue that by attributing primacy to principles of rationality, objectivity and narrative coherence, and by privileging that which is visually represented, the decision serves an ideological purpose which diminishes the significance of race in the construction of knowledge.
Legal positivism identifies the knowing subject and the object of knowledge as discrete entities. However, I argue that in Cubillo, Justice O�Loughlin inscribes himself into the text of the judgment and in doing so, reveals the way in which textual and corporeal specificities undermine the pretence of objective judgment and therefore the source of judicial authority.
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Manzini, Macedo Davi. "Racism and Aboriginal Australian children’s wellbeing: impact and protective factors." Thesis, 2020. http://hdl.handle.net/2440/124502.
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The present thesis explores the effects of racism on Aboriginal children’s social and emotional wellbeing (SEWB) and Aboriginal pregnant women’s mental health and wellbeing. Identification of protective factors against the effects of racism on child wellbeing was also contemplated. The thesis comprises seven chapters. Chapter 1 includes a review of the literature on characteristics of the Aboriginal Australian population and the effects of racism across the lifespan. This chapter also contemplates the Aboriginal Australian perspective on health and wellbeing and the role of ethnic-racial identity on Aboriginal Australian’s positive development. Chapter 2 describes the thesis’s aims and expected contributions. It describes the data sources in which the findings are based and the research questions explored. Chapters 3-6 include four peer-reviewed and published studies. The first study (chapter 3) is based on data from 369 Aboriginal pregnant women participating in the South Australian Aboriginal Birth Cohort Study. The findings show that racism is a pervasive experience, manifesting in the different settings (e.g., educational settings; public transport) in which Aboriginal pregnant women perform their daily activities. Racism was shown to be associated with increased stress and lower sense of personal control in this population. The next studies (chapters 4-6) were based on data from the Longitudinal Study of Indigenous Children (LSIC). Sample sizes varied according to the waves of the study included in the analyses. The second study (chapter 4) shows the effects of racism on Aboriginal children’s different social and emotional wellbeing (SEWB) domains. Risk ratios were calculated to estimate the effects on children’s emotional difficulties, peer problems, hyperactivity, conduct problems, and overall emotional and behavioural difficulties. The effect-measures indicated that the effects of racism on SEWB can be observed 1-2 years after exposure. In the third study (chapter 5), evidence was found for construct validity, reliability, criterion-validity, and measurement invariance by gender for a brief measure of Aboriginal children’s ethnic-racial identity (ERI) affirmation. These results provided evidence indicating the measure of ERI is valid, and it was then used in the subsequent study. The fourth study (chapter 6) showed that the effects of racism on SEWB was attenuated among Aboriginal children who had pronounced ERI affirmation. Implications for the protective role of ERI to different domains of SEWB were discussed. Finally, chapter 7 offers a summary of the overall findings and implication for this area of research. A list of references is provided within each chapter. The findings presented provide evidence of the impact of racism on Aboriginal pregnant women and Aboriginal children’s SEWB. Results from two modern cohorts indicated that Aboriginal pregnant women and Aboriginal children are subjected to racism in everyday settings, with associations between racism and poor SEWB and mental health. Evidence of validity and reliability was found for a measure of ERI affirmation in Aboriginal children. Furthermore, it was found that ERI affirmation might protect Aboriginal children against the impact of racism on SEWB. The findings show the effects of racism from a longitudinal perspective. The use of LSIC data is another strength, as LSIC is potentially the largest cohort study on determinants of Aboriginal children’s development and wellbeing. Future research can monitor the intergenerational effects of racism among Aboriginal Australians and the protective role of ERI affirmation across development.Thesis (Ph.D.) -- University of Adelaide, Adelaide Dental School, 2020
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Blanch, Faye Rosas. "Nunga rappin talkin the talk, walkin the walk ; young Nunga males and education /." 2008. http://catalogue.flinders.edu.au/local/adt/public/adt-SFU20090226.102604/index.html.
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Gilbert, Stephanie. "Women and constructing re-membering: identity formation in the stolen generations." Thesis, 2013. http://hdl.handle.net/1959.13/936856.
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Research Doctorate - Doctor of Philosophy (PhD)This thesis is the examination of stories of women taken from their families of origin as part of an assimilation process carried out in Australia. What is unique about the women’s stories in this thesis is the identification of a process of disturbance deliberately enacted upon them with the goal of shifting their identity away from what it would have been if they had been able to stay within their family of origin. It is the main premise in this thesis that there was a deliberate process of disturbing the body, minds or psyche as well as the lived culture of these women. Hence, through body, mind as well as cultural dysphoria, Stolen Generations are challenged to construct an identity.
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Gould, Judy. "An evaluation of assessment instruments in the measurement of the spoken communication skills of rural aboriginal children." Thesis, 1999. http://hdl.handle.net/1885/148000.
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Gwynn, Josephine. "The food and nutrient intake and physical activity of Australian Aboriginal and Torres Strait Islander and non-Indigenous rural children." Thesis, 2012. http://hdl.handle.net/1959.13/932278.
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Research Doctorate - Doctor of Philosophy (PhD)Wide disparities in health between Aboriginal and Torres Strait Islander and non-Indigenous Australians persist, with chronic diseases responsible for much of this gap. Type 2 diabetes is one of the key chronic diseases suffered by Aboriginal and Torres Strait Islander peoples, at a rate of at least 3.4 times that of non-Indigenous Australians. It is also a growing health problem for the non-Indigenous population and is associated with the increasing rates of obesity seen internationally over the past 10 to 20 years. Poor food habits and physical inactivity are the modifiable lifestyle risk factors for both type 2 diabetes and obesity. Little, however, little is known about these in Australian Aboriginal and Torres Strait Islander children or in rural children from disadvantaged areas in general. It is recognised that these risk factors track from childhood into adulthood, and that childhood offers an important opportunity to implement appropriate preventative health strategies. Appropriate programs to address poor food habits and physical inactivity cannot be developed without a thorough understanding of the risk factors pertinent to each population group. A search of the literature (Chapter 1) reveals that such information is very limited for Australian rural Aboriginal and Torres Strait Islander children and to a somewhat lesser extent for rural children in general, with evidence still very limited and little intervention research reported. Monitoring and evaluation of interventions to address risk factors require the use of validated population-level measurement tools. Currently, there are no such tools available for measuring Aboriginal and Torres Strait Islander children’s dietary intake and only one for measuring their physical activity. This severely compromises the capacity of health professionals to monitor this population’s health and to rigorously evaluate the effect of health strategies. There are urgent calls for research to evaluate the effect of interventions conducted in Aboriginal and Torres Strait Islander communities, with little evidence currently available in any field of health. In response to the issues raised above, the series of studies which constitute this thesis explores the physical activity characteristics and the food and nutrient intake of rural Aboriginal and Torres Strait Islander and non-Indigenous primary school-aged children (Chapters 3 and 5). The studies also validate a 7-day self-report physical activity recall questionnaire and a short food frequency questionnaire with the same populations (Chapters 2 and 4). Aboriginal and Torres Strait Islander children were found to provide self-report data regarding both physical activity and food intake that were at least as valid as those for non-Indigenous children, provided they received appropriate cultural support (detailed in the methods section of the relevant chapters). These results indicate that the measurement tools validated in this series of studies can be used with either group. All children were found to more than meet Australian guidelines for daily physical activity levels, with Aboriginal and Torres Strait Islander children demonstrating a tendency for higher activity than their non-Indigenous counterparts. All children who participated in this series of studies were found to possess excessive intakes of energy-dense nutrient-poor (EDNP) foods, with Aboriginal and Torres Strait Islander children demonstrating clinically important higher intakes than non-Indigenous children. Macro-nutrient and sodium intakes of Aboriginal and Torres Strait Islander children were significantly higher than those of their non-Indigenous counterparts. Finally, in response to findings of the studies, further research and intervention strategies are suggested in the conclusions (Chapter 6). A description of the community-controlled governance structure that guided and supported this program of research is provided.
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Harrison, Lindsey Jean. "Diet and nutrition in a Tiwi Community : a study of factors affecting the health status of under threes at Milikapiti, North Australia." Phd thesis, 1986. http://hdl.handle.net/1885/141215.
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Devitt, Rebecca. "'Sweat and tears' : stolen generations activism and the National Inquiry into the separation of Aboriginal and Torres Strait Islander children from their families." Phd thesis, 2008. http://hdl.handle.net/1885/149903.
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Littleton, Peita. "Looking for a sign : the acquisition of discourse in Australian Sign Language." Phd thesis, 2001. http://hdl.handle.net/1885/146059.
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Adams, Karen. "Koori kids and otitis media prevention in Victoria." 2007. http://repository.unimelb.edu.au/10187/2371.
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Otitis media and consequent hearing loss are known to be high in Koori communities. Previous research on otitis media in Koori communities has focused on its identification, treatment and management. Little research has focused on the prevention of otitis media. Victorian Aboriginal communities often have small populations which result in small sample sizes for research projects. Consequently use of traditional quantitative methods to measure of change arising from health interventions can be problematic. The aim of the research was to describe Koori children’s otitis media risk factors using a Koori research method in order to develop, implement and evaluate preventative interventions.
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Saunders, Jane E. "Between surfaces a psychodynamic approach to cultural identity, cultural difference and reconciliation in Australia /." 2006. http://wallaby.vu.edu.au/adt-VVUT/public/adt-VVUT20071129.092250/index.html.
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