Journal articles: 'Indigenous children'

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Seow, Florence. "Indigenous Communities and Indigenous Children." International Journal of Children’s Rights 23, no. 4 (December 21, 2015): 844–66. http://dx.doi.org/10.1163/15718182-02304009.

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A move away from the traditional child-parent-state model of children’s rights in favour of a four-party model which includes indigenous communities can be identified in international legal discourse. The basis for this phenomenon can be found in arguments for the preservation of indigenous culture. However, whether this argument is adequate for such a fundamental change in the conceptualisation of children’s rights is questionable. This article discusses various legal conceptualisations of children’s rights in academic literature and compares these with sociological theories of children’s development. It identifies an emerging four-party model of children’s rights in international legal discourse, and points to practical problems of implementation and weak philosophical justifications. The article concludes that a four-party model based on sociological theories of children’s development would assist in overcoming these weaknesses, and allow the incorporation of other social groupings into conceptualisations of children’s rights.

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Nair, R., L. Luzzi, L. Jamieson, A. J. Spencer, K. M. B. Hanna, and L. G. Do. "Private Dental Care Benefits Non-Indigenous Children More Than Indigenous Children." JDR Clinical & Translational Research 5, no. 3 (October 29, 2019): 244–53. http://dx.doi.org/10.1177/2380084419886869.

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Introduction: Various arrangements for funding health care facilities can have different levels of performance of care provision on different groups of people. Such differential performance of oral care is not previously known concerning Indigenous communities. Objective: This study aimed to assess the effect of visiting a public or private dental care facility on the performance of oral care experienced by Indigenous versus non-Indigenous children in Australia. Methods: Data from the National Child Oral Health Survey were used with a representative sample of children from all the states and territories of Australia. The performance of oral care was measured with the Child Oral Care Performance Assessment Scale (COPAS), which contains 37 items from 9 domains (Effective, Appropriate, Efficient, Responsive, Accessible, Safe, Continuous, Capable, and Sustainable) with a score ranging from 0 to 148. Mixed effects models that accounted for stratum and sampling weights were used for the stratified analyses (Indigenous vs. non-Indigenous) that assessed the effect of public versus private care on the COPAS. Relative excess risk due to interaction was calculated to assess effect modification. Results: Among the Indigenous children, private care was similar to public care (regression coefficient [RC] = −1.27, 95% CI = −9.5 to 6.97), whereas private care was higher than public care among non-Indigenous children (RC = 4.60, 95% CI = 3.67 to 6.18). This trend was similar among the 9 domains of the COPAS as well, except for Effectiveness, which was similar for private and public facilities among non-Indigenous children (RC = −0.03, 95% CI = −0.29 to 0.23). Based on the continuous COPAS score, effect modification was 4.46 (95% CI = 0.11 to 8.82) on the additive scale and 1.06 (1.01, 1.13) on the multiplicative scale. The relative excess risk due to interaction reported an excess chance of 1.17 (95% CI = 0.01 to 0.33), which was consistent with the stratified analyses and effect modification measured with the continuous score. Conclusion: Thus, this study found a higher performance of oral care in private care locations among non-Indigenous children versus Indigenous children. Knowledge Transfer Statement: The findings caution policy makers and other stakeholders that moving oral care from public to private care facilities can increase the inequity faced by Indigenous children in Australia.

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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).

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Brooks, Spirit Dine'tah. "Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities." Journal of Family Diversity in Education 1, no. 2 (November 25, 2014): 129–32. http://dx.doi.org/10.53956/jfde.2014.36.

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Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges. School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs.

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Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 95–103. http://dx.doi.org/10.2304/ciec.2001.2.1.11.

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This article outlines the Australian Early Childhood Association project Building Bridges: literacy development for young indigenous children, funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in indigenous young children.

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Tsang, R., and S. Desai. "Epidemiology in Canadian Indigenous Children." International Journal of Epidemiology 44, suppl_1 (September 23, 2015): i72. http://dx.doi.org/10.1093/ije/dyv097.264.

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Chang, A. B., N. Brown, M. Toombs, R. L. Marsh, and G. J. Redding. "Lung disease in indigenous children." Paediatric Respiratory Reviews 15, no. 4 (December 2014): 325–32. http://dx.doi.org/10.1016/j.prrv.2014.04.016.

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Ahmed, Kedir Y., Julaine Allan, Hazel Dalton, Adrian Sleigh, Sam-ang Seubsman, and Allen G. Ross. "Reviewing Publicly Available Reports on Child Health Disparities in Indigenous and Remote Communities of Australia." International Journal of Environmental Research and Public Health 20, no. 11 (May 25, 2023): 5959. http://dx.doi.org/10.3390/ijerph20115959.

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Developing programs that ensure a safe start to life for Indigenous children can lead to better health outcomes. To create effective strategies, governments must have accurate and up-to-date information. Accordingly, we reviewed the health disparities of Australian children in Indigenous and remote communities using publicly available reports. A thorough search was performed on Australian government and other organisational websites (including the Australian Bureau of Statistics [ABS] and the Australian Institute of Health and Welfare [AIHW]), electronic databases [MEDLINE] and grey literature sites for articles, documents and project reports related to Indigenous child health outcomes. The study showed Indigenous dwellings had higher rates of crowding when compared to non-Indigenous dwellings. Smoking during pregnancy, teenage motherhood, low birth weight and infant and child mortality were higher among Indigenous and remote communities. Childhood obesity (including central obesity) and inadequate fruit consumption rates were also higher in Indigenous children, but Indigenous children from remote and very remote areas had a lower rate of obesity. Indigenous children performed better in physical activity compared to non-Indigenous children. No difference was observed in vegetable consumption rates, substance-use disorders or mental health conditions between Indigenous and non-Indigenous children. Future interventions for Indigenous children should focus on modifiable risk factors, including unhealthy housing, perinatal adverse health outcomes, childhood obesity, poor dietary intake, physical inactivity and sedentary behaviours.

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Biddle, Nicholas. "Indigenous Australians and Preschool Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 9–16. http://dx.doi.org/10.1177/183693910703200303.

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THIS PAPER DISCUSSES the individual, family, household and area level characteristics associated with preschool attendance for Indigenous and non-Indigenous Australians (aged three to five years who are not at school). Controlling for these factors explains all of the difference between Indigenous and non-Indigenous attendance rates for three-year-olds and much of the difference for four- and five-year-olds. Households Indigenous children live in have lower incomes and education levels than those of non-Indigenous children. Both factors are associated with lower attendance in preschool. State and territory, as well as remoteness, are also important explanatory variables, although the effects are different for Indigenous and non-Indigenous children. Finally, having a preschool worker who identifies as being Indigenous working in the area significantly increases attendance for Indigenous children in that area. However, fewer than 30 per cent of Indigenous children live in such areas.

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Medina, Widman, Anna-Karin Hurtig, Miguel San Sebastián, Edy Quizhpe, and Cristian Romero. "Dental caries in 6-12-year-old indigenous and non-indigenous schoolchildren in the Amazon basin of Ecuador." Brazilian Dental Journal 19, no. 1 (2008): 83–86. http://dx.doi.org/10.1590/s0103-64402008000100015.

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The purpose of this study was to evaluate the caries experience among 6-12-year-old indigenous (Naporunas) and non-indigenous (recent settlers of mixed ethnic origin) schoolchildren, living in the Amazon basin of Ecuador. Cross-sectional data were obtained from 1,449 clinical exams according to the World Health Organization criteria. Nine (7.6%) indigenous and 3 (4.5%) non-indigenous children had no caries experience in their primary dentition at the age of 6. The mean dmft value (SD) among indigenous and non-indigenous children aged 6 was 6.40 (3.36) and 8.36 (3.93), respectively. Sixty-four (54.2%) indigenous and 29 (43.3%) non-indigenous children had no caries experience in their permanent first molars at the age of 6. Only 7 (6.26%) indigenous and 2 (2.60%) non-indigenous children were caries-free at the age of 12. The mean DMFT values (SD) for 12-year-olds were 4.47 (2.85) among indigenous and 5.25 (2.89) among non-indigenous children. Fillings were almost non existent. Caries rates were high among both groups, with untreated carious lesions predominating in all ages. The data of indigenous children suggest adoption of a non-traditional diet. An appropriate oral health response based primarily on prevention and health promotion is needed.

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Jervis-Bardy, Jake, L. Sanchez, and A. S. Carney. "Otitis media in Indigenous Australian children: review of epidemiology and risk factors." Journal of Laryngology & Otology 128, S1 (December 17, 2013): S16—S27. http://dx.doi.org/10.1017/s0022215113003083.

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AbstractBackground:Otitis media represents a major health concern in Australian Indigenous children (‘Indigenous children’), which has persisted, despite public health measures, for over 30 years.Methods:Global searches were performed to retrieve peer-reviewed and ‘grey’ literature investigating the epidemiology of and risk factors for otitis media in Indigenous children, published between 1985 and 2012.Results:In Indigenous children, the prevalence of otitis media subtypes is 7.1–12.8 per cent for acute otitis media, 10.5–30.3 per cent for active chronic otitis media and 31–50 per cent for tympanic membrane perforation. The initial onset of otitis media in Indigenous children occurs earlier and persists for longer after the first year of life, compared with non-Indigenous children. Indigenous children are colonised by otopathogens more frequently, at younger ages and with a higher bacterial load. Poor community and domestic infrastructure, overcrowding and exposure to tobacco smoke increase the risk of otitis media in Indigenous children; however, the availability of swimming pools plays no role in the prevention or management of otitis media.Conclusion:Despite awareness of the epidemiological burden of otitis media and its risk factors in Indigenous children, studies undertaken since 1985 demonstrate that otitis media remains a significant public health concern in this population.

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McMahon, Anthony, Lucinda Reck, and Malcolm Walker. "Defining well-being for Indigenous children in care." Children Australia 32, no. 2 (2007): 15–20. http://dx.doi.org/10.1017/s1035077200011536.

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Indicators for children in care typically describe the administrative status of children, an approach that serves administrative decision-making more than the personal well-being of foster children. At the same time, there is little research on what constitutes indicators of the personal well-being of children in care, especially Indigenous children.This paper reports research that sought to define social, cultural and spiritual well-being indicators for Indigenous children in care by seeking the opinions and knowledge of Indigenous child protection workers and foster carers. The study examines a series of strategic change indicators that address Indigenous concerns about the social, cultural and spiritual development of Indigenous children in care.

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Stade, Brenda, James Gideon, Joey (Herbert) Bonifacio, Douglas Campbell, and Michael Sgro. "142 Costs Associated with Fetal Alcohol Spectrum Disorder: A comparison of Indigenous and Non-Indigenous Children." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e98-e98. http://dx.doi.org/10.1093/pch/pxab061.112.

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Abstract Primary Subject area Developmental Paediatrics Background The incidence of Fetal Alcohol Spectrum Disorder (FASD) is estimated to be 1 in 100 live births. Caused by prenatal exposure to alcohol, FASD is the leading cause of developmental and cognitive disabilities among Ontario’s children. No study has conducted a comparison of the costs associated with FASD among Indigenous children, and Non-Indigenous children. Objectives To calculate and compare an estimate of direct and indirect costs associated with FASD at the patient level among Indigenous children and Non-Indigenous children living in Ontario. Design/Methods A cross-sectional study design was used. Eight-hundred and thirty (830) participants completed the study tool. Participants included caregivers of children aged 3 months to 17.5 years, living in urban and rural communities throughout Ontario. Four-hundred and twelve (412) participants were Indigenous Ontarians, and 418 participants were Non-Indigenous Ontarians. Participants completed the Health Services Utilization Inventory (HSUI). Key cost components were elicited: direct costs (medical, education, social services, out-of-pocket costs); and indirect costs (productivity losses). Total average costs per child with FASD were calculated by summing the costs for each, in each cost component, and dividing by the sample size. Costs were extrapolated to one year. A t-test was used to compare costs associated with FASD in the two groups. A stepwise multiple regression analysis was used to identify significant determinants of costs. Results Total adjusted annual costs associated with FASD at the individual level was $51,543 (95% CI $46,825; $56,642) among Indigenous children compared to $36,435 (95% CI $31,935; $42,245), among Non-Indigenous children (p<0.01). Severity of the child’s condition and relationship of the child to the caregiver (biological, adoptive, foster) were significant determinants of costs in both groups (p < 0 .01). Age of diagnosis was a significant determinant of costs among the Indigenous group (p < 0.001) but was not a significant determinant in the Non-Indigenous group. On average, Indigenous children were diagnosed with FASD 3.9 years later than Non-Indigenous children. Conclusion Study results demonstrated the cost associated with FASD in Ontario was significantly greater among Indigenous children compared to Non-Indigenous children. Implications for practice, policy, and research are discussed.

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Gava, Caroline, Jocieli Malacarne, Diana Patrícia Giraldo Rios, Clemax Couto Sant'Anna, Luiz Antônio Bastos Camacho, and Paulo Cesar Basta. "Tuberculosis in indigenous children in the Brazilian Amazon." Revista de Saúde Pública 47, no. 1 (February 2013): 77–85. http://dx.doi.org/10.1590/s0034-89102013000100011.

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OBJECTIVE: Assess the epidemiological aspects of tuberculosis in Brazilian indigenous children and actions to control it. METHODS: An epidemiological study was performed with 356 children from 0 to 14 years of age in Rondônia State, Amazon, Brazil, during the period 1997-2006. Cases of TB reported to the Notifiable Diseases Surveillance System were divided into indigenous and non-indigenous categories and analyzed according to sex, age group, place of residence, clinical form, diagnostic tests and treatment outcome. A descriptive analysis of cases and hypothesis test (χ²) was carried out to verify if there were differences in the proportions of illness between the groups investigated. RESULTS: A total of 356 TB cases were identified (125 indigenous, 231 non-indigenous) of which 51.4% of the cases were in males. In the indigenous group, 60.8% of the cases presented in children aged 0-4 years old. The incidence mean was much higher among indigenous; in 2001, 1,047.9 cases/100,000 inhabitants were reported in children aged < 5 years. Pulmonary TB was reported in more than 80% of the cases, and in both groups over 70% of the cases were cured. Cultures and histopathological exams were performed on only 10% of the patients. There were 3 cases of TB/HIV co-infection in the non-indigenous group and none in the indigenous group. The case detection rate was classified as insufficient or fair in more than 80% of the indigenous population notifications, revealing that most of the diagnoses were performed based on chest x-ray. CONCLUSIONS: The approach used in this study proved useful in demonstrating inequalities in health between indigenous and non-indigenous populations and was superior to the conventional analyses performed by the surveillance services, drawing attention to the need to improve childhood TB diagnosis among the indigenous population.

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Simpson, Andrea, Joanne C. Enticott, and Jacinta Douglas. "Socioeconomic status as a factor in Indigenous and non-Indigenous children with hearing loss: analysis of national survey data." Australian Journal of Primary Health 23, no. 2 (2017): 202. http://dx.doi.org/10.1071/py16088.

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In this paper, the association between socioeconomic status and speech, language and communication outcomes for primary-school-going children with hearing loss using population survey data was analysed. The dataset used for analysis consisted of 289973 children in total, of which 3174 children had hearing loss. For all children, higher socioeconomic status was positively correlated with better speech, language and communication outcomes. A hearing loss was indicated for 1% of non-Indigenous children and 4.3% of Indigenous children. Non-Indigenous children with hearing loss were found to be fairly evenly distributed by socioeconomic status, whereas Indigenous children with hearing loss were found to be statistically significantly more likely to be living in the most disadvantaged socioeconomic areas. Socioeconomic status was found to affect developmental outcomes for all children, regardless of Indigenous and hearing loss status.

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Simpson, Andrea, Joanne C. Enticott, and Jacinta Douglas. "Corrigendum to: Socioeconomic status as a factor in Indigenous and non-Indigenous children with hearing loss: analysis of national survey data." Australian Journal of Primary Health 23, no. 2 (2017): 208. http://dx.doi.org/10.1071/py16088_co.

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In this paper, the association between socioeconomic status and speech, language and communication outcomes for primary-school-going children with hearing loss using population survey data was analysed. The dataset used for analysis consisted of 289973 children in total, of which 3174 children had hearing loss. For all children, higher socioeconomic status was positively correlated with better speech, language and communication outcomes. A hearing loss was indicated for 1% of non-Indigenous children and 4.3% of Indigenous children. Non-Indigenous children with hearing loss were found to be fairly evenly distributed by socioeconomic status, whereas Indigenous children with hearing loss were found to be statistically significantly more likely to be living in the most disadvantaged socioeconomic areas. Socioeconomic status was found to affect developmental outcomes for all children, regardless of Indigenous and hearing loss status.

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Stevenson, Allyson. "Child Welfare, Indigenous Children and Children’s Rights in Canada." Revista Direito e Práxis 10, no. 2 (June 2019): 1239–60. http://dx.doi.org/10.1590/2179-8966/2019/40639.

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Abstract In Canada, Indigenous children have been removed from their families and communities for residential schooling and for adoption and fostering by the state. These historic and ongoing policies have contributed to a general lack of awareness and respect for the rights of Indigenous children as children, as well as Indigenous rights bearers. This paper examines the ways in which historic Indigenous transracial adoption projects acted as a means of public education for ignorance, and argues there is an urgent need for increased public and academic attention to Indigenous children’s rights as both universal children’s rights and Indigenous rights.

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Farrant, Brad M., Carrington C. J. Shepherd, Roz D. Walker, and Glenn C. Pearson. "Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths." Child Development Research 2014 (April 1, 2014): 1–7. http://dx.doi.org/10.1155/2014/942817.

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The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English (M=37.0 months, SD=5.4 months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language (M=37.1 months, SD=6.0 months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.

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McLeod, C., N. Adunuri, and R. Booth. "Risk factors and mitigation of influenza among Indigenous children in Australia, Canada, United States, and New Zealand: a scoping review." Perspectives in Public Health 139, no. 5 (May 28, 2019): 228–35. http://dx.doi.org/10.1177/1757913919846531.

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Aim: This review considers prominent risk factors and mitigation strategies of influenza among Indigenous children. Methods: Seven electronic databases were searched from the period of 2004–2017 to locate articles discussing influenza among Indigenous children in the developed circumpolar nations of Australia, Canada, United States, and New Zealand. Articles selected for inclusion discussed influenza among Indigenous children as either individuals or as a part of a community. Ancestry searches of articles meeting the review criteria were also undertaken to discern seminal research in this topic area. Results: From the 39 primary research studies included, marked risk factors and mitigation strategies of influenza among Indigenous children were identified using inductive analysis. Notable risk factors included age under 2 years, cigarette smoke exposure, presence of a chronic illness, and crowded living conditions. Successful mitigation of influenza for Indigenous children included strategies to improve vaccine coverage, provision of health education, and policy change. Conclusion: In the past, the impact of influenza upon Indigenous communities has been devastating for both children and their families. By utilizing existing public health infrastructure and collaborating with culturally unique Indigenous groups, preventive action for Indigenous children at significant risk of contracting influenza can be realized.

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Nesterova, Yulia. "Teaching Indigenous children in Taiwan: Tensions, complexities and opportunities." Global Studies of Childhood 9, no. 2 (May 27, 2019): 156–66. http://dx.doi.org/10.1177/2043610619846349.

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Taiwan’s Indigenous children are culturally and linguistically different and socially and economically marginalized compared to their Han Chinese peers. For decades, education assimilated Indigenous people into the mainstream society by undermining their languages, cultures and traditional spaces. Since the 1990s, multicultural policies have been cast as the remedy for the inequalities and injustices they experienced and, since 2016, Taiwan has started the process of reconciliation and transitional justice. The purpose of this article is twofold. It first discusses whether these new policies and initiatives have been more accommodating and friendlier to Indigenous students, or whether they still clash with Indigenous visions of and needs for a sustainable and just society. Following this, the article focuses on non-Indigenous teachers who work with Indigenous students, and what knowledge, skills and attitudes they have and/or lack. An ethnographic study conducted with 23 Indigenous representatives shows that Indigenous people are dissatisfied with state education due to its culturally insensitive and contextually irrelevant and irresponsive curriculum, pedagogy and school environment, which are shaped around Chinese values and a Chinese view of history, language, knowledge and way of engaging with the ‘Other’. The participants discuss their own vision of education that can help address the problematic experiences and outcomes of Indigenous students, and ‘rewrite’ education to eliminate tensions between Chinese and Indigenous values, histories, knowledge(s) and other aspects. The implications of the tensions between Indigenous and non-indigenous visions of education are then presented for a rewriting of the curriculum and retraining of non-indigenous teachers to engage with Indigenous children and communities in a culturally respectful and ethical manner.

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Kitson, Rosalind, and Jennifer Bowes. "Incorporating Indigenous Ways of Knowing in Early Education for Indigenous Children." Australasian Journal of Early Childhood 35, no. 4 (December 2010): 81–89. http://dx.doi.org/10.1177/183693911003500410.

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Macniven, Rona, Rachel Wilson, Tim Olds, and John Evans. "Footprints in Time: Physical Activity Levels and Sociodemographic and Movement-Related Associations Within the Longitudinal Study of Indigenous Children." Journal of Physical Activity and Health 18, no. 3 (March 1, 2021): 279–86. http://dx.doi.org/10.1123/jpah.2020-0460.

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Background: Emerging evidence suggests that Indigenous children have higher physical activity levels that non-Indigenous children, yet little is known of the factors that influence these levels or how they may be optimized. This study examines correlates of achieving ≥1 hour/day of physical activity among Indigenous Australian children aged 8–13 years. Methods: Data were collected through parental self-report in the Longitudinal Study of Indigenous Children. Proportions of children achieving ≥1 hour/day physical activity, approximating the Australian aerobic physical activity recommendations, were calculated, and associations with sociodemographic, family composition, and movement-related factors were quantified using multiple logistic regression analyses. Results: Half of the 1233 children achieved ≥1 hour/day physical activity. Children from families with low parental education and unemployment, remote residence, low socioeconomic status, and without a father in the household were more likely to meet the recommendations. Achieving ≥1 hour/day of physical activity was also associated with low levels of playing electronic games and total screen time. Conclusions: Sociodemographic correlates of physical activity among Indigenous Australian children run counter to those typically found in non-Indigenous Australian children. Further longitudinal examination of the predictors of these associations would provide a greater understanding of Indigenous physical activity determinants, to inform strategies to facilitate participation.

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Bamblett, Muriel, and Peter Lewis. "Detoxifying the Child and Family Welfare System for Australian Indigenous Peoples: Self-determination, Rights and Culture as the Critical Tools." First Peoples Child & Family Review 3, no. 3 (May 19, 2020): 43–56. http://dx.doi.org/10.7202/1069396ar.

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The toxic environment that is colonized Australia has broken many of the traditional circles of care for Indigenous children and created a service system which waits for Indigenous families to become dysfunctional before there is any response. The Victorian Aboriginal Child Care Agency (VACCA) encourages an approach to Indigenous children and families which is culturally respectful, culturally appropriate and framed according to the need to respect self-determination and human rights. VACCA has developed early childhood and family welfare policies which identify how cultural-strengthening works as a preventative measure to address risk factors for Indigenous children. With the ongoing reforms to Child and Family Welfare arising from the Children, Youth and Families Act, the Victoria State Government in Australia has an historic opportunity to lead the nation in creating an Indigenous-led child and family service system which focuses on issues of prevention and early intervention. The new Act prioritizes cultural and community connection in the best interest principles for Indigenous children, recognizes self-determination and requires generalist children’s welfare services to be culturally competent. The only way to ensure that every Indigenous child is effectively cared for is by developing the capacity of Indigenous communities to look after their own by strengthening Indigenous organizations and agencies. It is Indigenous agencies who are best placed to deliver innovative programs which are culturally embedded and carefully targeted to restore the circles of care for Indigenous kids. Aculturally competent service system is what is needed to ensure better outcomes for Indigenous children.

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Bauert, Paul A., Ngiare J. Brown, Bob Collins, and Carmel M. Martin. "Indigenous Australian children: educating for health." Medical Journal of Australia 174, no. 10 (May 2001): 488–89. http://dx.doi.org/10.5694/j.1326-5377.2001.tb143391.x.

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Tagliari, Itamar Adriano, Antonio De Azevedo Barros Filho, and Maria Beatriz Rocha Ferreira. "Motor performance in kaingang indigenous children." Journal of Human Growth and Development 26, no. 1 (April 28, 2016): 48. http://dx.doi.org/10.7322/jhgd.113713.

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Torzillo, Paul J., and Anne B. Chang. "Acute respiratory infections among Indigenous children." Medical Journal of Australia 200, no. 10 (June 2014): 559–60. http://dx.doi.org/10.5694/mja14.00649.

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Quinn, Ashley. "Challenges for Indigenous Children and Youth." Child & Youth Services 41, no. 3 (July 2, 2020): 299–300. http://dx.doi.org/10.1080/0145935x.2020.1835170.

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Duke Bryant, Kelly. "French Fathers and Their “Indigenous Children”." Journal of Family History 42, no. 3 (May 24, 2017): 308–25. http://dx.doi.org/10.1177/0363199017711212.

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Almeida, Deirdre A. "Indigenous Education: Survival for Our Children." Equity & Excellence in Education 31, no. 1 (April 1998): 6–10. http://dx.doi.org/10.1080/1066568980310102.

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Brown, Stephanie Janne. "Disparities in outcomes for Indigenous children." Lancet Child & Adolescent Health 4, no. 1 (January 2020): 5–6. http://dx.doi.org/10.1016/s2352-4642(19)30324-4.

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Parnaby, Matthew G., and Jonathan R. Carapetis. "Rheumatic fever in Indigenous Australian children." Journal of Paediatrics and Child Health 46, no. 9 (September 20, 2010): 527–33. http://dx.doi.org/10.1111/j.1440-1754.2010.01841.x.

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Menzies, Robert, and Ross Andrews. "Immunisation issues for Indigenous Australian children." Journal of Paediatrics and Child Health 50, no. 10 (May 12, 2011): E21—E25. http://dx.doi.org/10.1111/j.1440-1754.2011.02079.x.

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Read, Scott A., Rebecca A. Cox, David Alonso-Caneiro, Shelley Hopkins, and Joanne M. Wood. "Choroidal Thickness in Indigenous Australian Children." Translational Vision Science & Technology 9, no. 12 (November 20, 2020): 28. http://dx.doi.org/10.1167/tvst.9.12.28.

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Park, Jieun, Kaitlyn Wilcox, and Nicole Ineese-Nash. "A World Fit for the Next Seven Generations: Upholding Indigenous Rights for the Foundation of a Sustainable Future." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 10, no. 2 (November 20, 2023): 5–29. http://dx.doi.org/10.22215/cjcr.v10i2.4483.

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Using the ‘Next Seven Generations’ as a conceptual framework, this article highlights Indigenous perspectives on sustainability and intergenerational responsibility in response to the A World Fit for Children declaration report. Through an analysis of Indigenous children's rights, the article emphasizes the importance of recognizing Indigenous land sovereignty in fostering a sustainable future for all children. Additionally, the disparate impacts of climate change on Indigenous children, lands, and resources will be explored with proposed mitigation strategies. The authors argue that upholding Indigenous rights can lead to improved outcomes in protecting the earth for children and stress the benefits of a rights-informed approach. Challenges and opportunities in implementing recommendations from child rights frameworks are explored, advocating for collaboration between Indigenous communities and stakeholders. In conclusion, sustained efforts are urged to create a world fit for the next seven generations of children by adopting a rights-informed approach to environmental protection. Keywords: Indigenous Childhoods, Children’s Rights, Environmental Protection, Sustainability

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Elicor, Peter paul Ejera. "philosophical inquiry with indigenous children: an attempt to integrate indigenous knowledge in philosophy for/with children." childhood & philosophy 15 (June 11, 2019): 1–22. http://dx.doi.org/10.12957/childphilo.2019.42659.

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In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods to produce knowledge and criteria to determine knowledge. Second, the dominance of western standards of producing and determining knowledge, especially in non-western societies, needs to be reduced, balanced and informed by local knowledges and experiences. And third, indigenous knowledges reinforce a culturally responsive P4wC that responds to the challenges arising in multicultural and ethnically diverse classrooms. There are two (2) possible intersections where such integration may take place, namely: a) Epistemology, where I claim that the integration of a “presentational epistemology” immanent in indigenous patterns of thinking provides a counterweight to Lipman’s strong adherence to analytic-representational epistemology, and b) Pedagogy, which takes shape in an “indigenized” Community of Inquiry that highlights the values of interconnectedness, situatedness and relationality.

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Lau, Stuart, Natalie Czuczman, Liz Dennett, Matthew Hicks, and Maria Ospina. "72 Prevalence of Neurodevelopmental Disorder among Indigenous Children: A Systematic Review." Paediatrics & Child Health 27, Supplement_3 (October 1, 2022): e34-e34. http://dx.doi.org/10.1093/pch/pxac100.071.

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Abstract Background Neurodevelopment involves sensory-motor, cognitive, and social-emotional domains, which can be influenced by biological and psychosocial factors. Poor neurodevelopment can result in missing developmental milestones and neurodevelopmental disorders (NDs) that translate into negative consequences for long-term health and well-being. Indigenous children in countries with similar colonial histories face a disproportionate burden of infant mortality, chronic diseases, injuries, and disability compared to non-Indigenous children. However, there is no consensus on the prevalence of NDs among Indigenous children around the world. Objectives This systematic review (PROSPERO 2021 CRD42021238669) synthesized current evidence on the prevalence of NDs among Indigenous children in Australia, Canada, New Zealand, and the USA. Design/Methods Comprehensive searches of five databases from 2005 to Feb 15, 2021 were conducted to identify cohort and cross-sectional studies that assessed the objective. Two independent reviewers conducted study selection, data extraction/analysis, and risk of bias assessment. Risk of bias was assessed using the Newcastle-Ottawa scale for cohort and ecological studies (adapted), and the Quality Assessment Tool for Prevalence Studies by Hoy et al. for cross-sectional studies. Prevalence odds ratios (pOR) with 95% confidence intervals (CI) were calculated in random-effects meta-analyses for each ND outcome if there were two or more studies of the same study design. Results Of the 864 studies identified, 25 studies met the inclusion criteria. Twelve studies were conducted in Australia, one in Canada, four in New Zealand, and eight in the USA. Four studies evaluated attention-deficit/hyperactivity disorder (ADHD) prevalence, 13 for autism spectrum disorder (ASD), 10 for intellectual disability (ID), and five for motor disorders (MD). Most cohort studies (10/17) had high risk of bias. All cross-sectional studies (n=8) had low risk of bias. The prevalence of ADHD, ASD, ID, and MD for Indigenous children ranged from 2.7-3.9%, 0.07-3.0%, 1.1-3.9%, and 0.18-0.47%, respectively. Prevalence in non-Indigenous children ranged from 1.6-5.6%, 0.31-3.3%, 0.87-2.3%, and 0.22-0.37%. In cross-sectional studies, Indigenous children had decreased odds of ASD (three studies; pOR=0.80; 95% CI: 0.71-0.89) compared to non-Indigenous children. In cohort studies, higher odds of MD (two studies; pOR=1.57; 95%CI: 1.35-1.84) and lower odds of ASD (four studies; pOR=0.46; 95% CI: 0.28-0.76) were found in Indigenous children compared to non-Indigenous children. Conclusion Prevalence rates are greater in Indigenous children for MD and lower for ASD compared to their non-Indigenous counterparts. Differences in NDs prevalence between Indigenous and non-Indigenous children may be due to differences in access to health care services/assessment.

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Homaira, Nusrat, Nancy Briggs, Christopher Pardy, Mark Hanly, Ju-Lee Oei, Lisa Hilder, Barbara Bajuk, et al. "Association between respiratory syncytial viral disease and the subsequent risk of the first episode of severe asthma in different subgroups of high-risk Australian children: a whole-of-population-based cohort study." BMJ Open 7, no. 11 (November 2017): e017936. http://dx.doi.org/10.1136/bmjopen-2017-017936.

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ObjectiveTo determine the contribution of respiratory syncytial virus (RSV) to the subsequent development of severe asthma in different subgroups of children at risk of severe RSV disease.SettingsThe study was conducted in New South Wales (NSW), Australia.ParticipantsThe study comprised all children born in NSW between 2000 and 2010 with complete follow-up till 31 December 2011. The cohort was divided into three subgroups: (1) non-Indigenous high-risk children: non-Indigenous children born preterm or born with a low birth weight; (2) Indigenous children: children of mothers whose Indigenous status was recorded as Aboriginal and/or Torres Strait Islander and (3) non-Indigenous standard risk children: all other non-Indigenous term children.Primary outcome measureRisk of development of severe asthma in different subgroups of children who had RSV hospitalisation in the first 2 years of life compared with those who did not.DesignWe performed a retrospective cohort analysis using population-based linked administrative data. Extended Cox model was used to determine HR and 95% CI around the HR for first asthma hospitalisation in different subgroups of children.ResultsThe cohort comprised 847 516 children born between 2000 and 2010. In the adjusted Cox model, the HR of first asthma hospitalisation was higher and comparable across all subgroups of children who had RSV hospitalisation compared with those who did not. The HR (95% CI) was highest in children aged 2–3 years; 4.3 (95% CI 3.8 to 4.9) for high-risk, 4.0 (95% CI 3.3 to 4.8) for Indigenous and 3.9 (95% CI 3.7 to 4.1) for non-Indigenous standard risk children. This risk persisted beyond 7 years of age.ConclusionThis large study confirms a comparable increased risk of first asthma hospitalisation following RSV disease in the first 2 years of life across different subgroups children at risk.

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Nurrizka, Rahmah Hida, Dwi Mutia Wenny, and Agustina. "COMPARISON STUDY ABOUT DETERMINANTS OF CHILDREN UNDER FIVE YEARS MALNUTRITION BETWEEN INDIGENOUS AND NON-INDIGENOUS COMMUNITIES IN INDONESIA." Malaysian Journal of Public Health Medicine 20, no. 1 (May 1, 2020): 22–29. http://dx.doi.org/10.37268/mjphm/vol.20/no.1/art.455.

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Many studies reveal the determinant factor of children under five years of malnutrition problem in Indonesia. However, there is only a few analysis conducted on indigenous communities and its comparison to non-indigenous communities. This study analyzes the determinant factors of malnutrition in children under five years in indigenous communities (Suku Baduy) and non-indigenous communities. This study is a comparative study using cross-sectional data, where the samples are households that have children under five years in indigenous communities (n=60) and in non-indigenous communities (n=60), with sample techniques using purposive random sampling. To calculate nutrition status, this study uses the anthropometric index based on weight-for-age according to WHO standards presented in the Z-score and Standard Deviations (SD). The result of this study indicates that the prevalence of children under five years suffering from malnutrition in indigenous communities is lower than in non-indigenous communities, which is 21,7% to 43,3%. Two factors influence the high prevalence of malnutrition in children under five years, namely, the education of the head of a family with OR=0.120 (95%C1: 0.021-0.675) and prenatal care in the fourth trimester with OR 9.890 (95%C1: 1.349-72.531). It is necessary to increase public knowledge on balanced nutrition in children under five years and improved maternal health access to resolve children under five years of malnutrition in those communities.

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Oliveira, Assis da Costa. "The Children Indigenous and the Doctrine of Plural Protection." Revista Direito e Práxis 14, no. 3 (September 2023): 1444–69. http://dx.doi.org/10.1590/2179-8966/2022/61154i.

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Abstract In this article, I revisit the theoretical and normative foundations of the Doctrine of Plural Protection, a formulation that seeks to rethink the rights and care of indigenous children. Based on bibliographical research, I discuss the political-anthropological bases of the axiological inversion of indigenous children and the transversal application of children's rights with indigenous rights and the cultural integrity of indigenous peoples.

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Hsin, Ching-Ting, and Chih Ying Yu. "Literacy and Identity Development of Indigenous Rukai Children." Journal of Literacy Research 53, no. 3 (August 12, 2021): 313–35. http://dx.doi.org/10.1177/1086296x211030470.

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This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.

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Loeb, Diane Frome, and Kathy Redbird. "Fostering the Literacy of indigenous Elementary School-Age Children." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 15, no. 1 (March 2008): 5–11. http://dx.doi.org/10.1044/cds15.1.5.

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Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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Stagg Peterson, Shelley, and Red Bear Robinson. "Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens." Education Sciences 10, no. 10 (October 14, 2020): 281. http://dx.doi.org/10.3390/educsci10100281.

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Indigenous children’s literature supports Indigenous communities’ rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an Indigenous Knowledge Keeper, Red Bear, interprets 10 Indigenous picture books published in Canada between 2015 and 2019 by mainstream and Indigenous publishing companies. These books were selected from the International Best Books for Children Canada’s list of Indigenous books and websites of four Canadian Indigenous publishers. We discuss the Knowledge Keeper’s interpretation of books that are grouped within four categories: intergenerational impact of residential schools, stories using spiritual lessons from nature, autobiography and biography, and stories using teachings about relationships. Recognizing the richness, authenticity, and integrity of Red Bear’s interpretation of the books, we propose that all teachers should strive to learn Indigenous cultural perspectives and knowledge when reading Indigenous children’s literature.

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Eisazadeh, Nazila, Shakina Rajendram, Christine Portier, and Shelley Stagg Peterson. "Indigenous Children’s Use of Language During Play in Rural Northern Canadian Kindergarten Classrooms." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 20, 2017): 293–308. http://dx.doi.org/10.1177/2381336917719684.

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This article reports on research examining the social purposes of Indigenous kindergarten children’s language and their construction of Indigenous cultural knowledge within and through interactions with peers during dramatic play and play with construction materials. The participants are three teachers and 29 children from two rural northern Canadian Indigenous communities that are accessible only by plane and winter roads. Data sources are video-recordings of the children’s play interactions taken over 4 months and their teachers’ perceptions of the Indigenous knowledge that the children construct in their play. Unlike results of many standardized oral language assessments indicating deficits in Indigenous children’s language, our results showed that children used language for a wide range of purposes; a range that corresponds with results of previous studies of nonindigenous children’s play interactions. Participating Indigenous children most often used language for learning and language for imagining in their play. Their teachers were heartened to see that their students, most frequently the girls, also used language for disagreeing and asserting themselves. Teachers felt that children were constructing powerful cultural identities that would contribute to positive change, if they could use language in these ways outside their Indigenous communities, as well. Participating children took up Indigenous cultural meanings in their play, such as relationships with the land and among family members. In some cases, they created hybrid narratives, bringing together elements of popular culture as well as traditional Indigenous land-based activities, such as fishing and hunting, into their play interactions.

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Ullrich, Jessica Saniguq. "For the love of our children: an Indigenous connectedness framework." AlterNative: An International Journal of Indigenous Peoples 15, no. 2 (February 21, 2019): 121–30. http://dx.doi.org/10.1177/1177180119828114.

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This article draws on Indigenous literature to develop a conceptual framework that makes visible Indigenous child wellbeing. A process of qualitative content analysis identified and examined the core concepts and mechanisms of Indigenous wellbeing. Central to the framework is the concept of connectedness. The premise of this article is that deepening our understanding of Indigenous connectedness can assist with the restoration of knowledge and practices that promote child wellbeing. When children are able to engage in environmental, community, family, intergenerational and spiritual connectedness, this contributes to a synergistic outcome of collective wellbeing. The Indigenous Connectedness Framework may be particularly useful to Indigenous communities that directly serve children. The hope is that communities can adapt the Indigenous Connectedness Framework to their particular history, culture, stories, customs and ways of life.

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Carriere, Jeannine, and Cathy Richardson. "Relationship is Everything: Holistic Approaches to Aboriginal Child and Youth Mental Health." First Peoples Child & Family Review 7, no. 2 (April 30, 2020): 8–26. http://dx.doi.org/10.7202/1068837ar.

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This article addresses topics related to Indigenous holistic well-being including, 1) Indigenous perspectives on Aboriginal child and youth holistic mental health; 2) Factors undermining Indigenous well-being; 3) Process and curriculum for training to support mental health practitioners working with Indigenous children, youth and communities; 4) concrete applications and participant feedback. To begin, it is important to explore the following question: What is holistic mental health for First Nations, Métis and Inuit children and youth? In outlining this training curriculum we hope to contribute to a broader conversation about supporting and enhancing the well-being of Indigenous children and youth in Canada.

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Janeczko, Fraser A. W. "Impacts of Colonial Law and Policy on Indigenous Family Life in Australia." Groundings Undergraduate 1 (September 1, 2007): 7–24. http://dx.doi.org/10.36399/groundingsug.1.271.

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From the moment that Britain colonised the landmass of Australia, the continuation of traditional Indigenous family life was threatened. It has even been argued that the policy and legislation of successive governments attempted to destroy the rights of Indigenous peoples to their children. Indigenous children were removed from their communities. These children are now known as the Stolen Generations. Past colonial law and policy continues to impact upon the enjoyment of traditional family life with disproportionately high removal rates of Indigenous children from their families and communities. Nationwide solutions such as the Aboriginal Child Placement Principle have gone some way in redressing this issue. In its present form, however, it remains a victim of poor implementation, funding, and inadequate consultation with Indigenous communities.

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Bradford, Clare. "The Stolen Generations of Australia: Narratives of Loss and Survival." International Research in Children's Literature 13, no. 2 (December 2020): 242–58. http://dx.doi.org/10.3366/ircl.2020.0356.

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Australian texts for the young run the gamut of representational approaches to the removal of Indigenous children. Early colonial texts treated child removals as benign acts designed to rescue Indigenous children from savagery, but from the 1960s Indigenous writers produced life writing and fiction that pursued strategies of decolonisation. This essay plots the history of Stolen Generation narratives in Australia, from the first Australian account for children in Charlotte Barton's A Mother's Offering to Her Children to Doris Pilkington Garimara's Follow the Rabbit-Proof Fence, Philip Noyce's film Rabbit-Proof Fence, and pedagogical materials that mediate the book and film to children. Garimara's book and Noyce's film expose the motivations of those responsible for child removal policies and practices: to eliminate Indigenous people and cultures and to replace them with white populations. Many pedagogical materials deploy euphemistic and self-serving narratives that seek to ‘protect’ non-Indigenous children from the truths of colonisation.

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Blackstock, Cindy. "First Nations Children Count: Enveloping Quantitative Research in an Indigenous Envelope." First Peoples Child & Family Review 4, no. 2 (May 13, 2020): 135–43. http://dx.doi.org/10.7202/1069337ar.

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Indigenous peoples repeatedly call for disaggregated data describing their experience to inform socio-economic and political policy and practice change (United Nations Permanent Forum on Indigenous Issues, 2003; UNICEF, 2003; Rae & the Sub Group on Indigenous Children and Youth, 2006). Although there has been significant discourse on the destructive historical role of western research with Indigenous communities (RCAP, 1996; Smith, 1999; Schnarch, 2004) and more recently on cultural adaptation of qualitative research methods (Smith, 1999; Bennet, 2004; Kovach, 2007), there has been very little discussion on how to envelope western quantitative social science research within Indigenous ways of knowing and being. This paper begins by outlining the broad goals of Indigenous research before focusing on how quantitative research is used, and represented, in the translation of Indigenous realities in child health and child welfare. Given the rich diversity of Indigenous peoples and their knowledges, this paper is only capable of what respected Indigenous academic Margo Greenwood (2007) would term “touching the mountaintops’ of complex and sacred ideas.

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Justo, Edward R., Benjamin M. Reeves, Robert S. Ware, Janelle C. Johnson, Tom R. Karl, Nelson D. Alphonso, and Robert N. Justo. "Comparison of outcomes in Australian indigenous and non-indigenous children and adolescents undergoing cardiac surgery." Cardiology in the Young 27, no. 9 (June 1, 2017): 1694–700. http://dx.doi.org/10.1017/s1047951117000993.

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AbstractBackgroundPopulation-based registries report 95% 5-year survival for children undergoing surgery for CHD. This study investigated paediatric cardiac surgical outcomes in the Australian indigenous population.MethodsAll children who underwent cardiac surgery between May, 2008 and August, 2014 were studied. Demographic information including socio-economic status, diagnoses and co-morbidities, and treatment and outcome data were collected at time of surgery and at last follow-up.ResultsA total of 1528 children with a mean age 3.4±4.6 years were studied. Among them, 123 (8.1%) children were identified as indigenous, and 52.7% (62) of indigenous patients were in the lowest third of the socio-economic index compared with 28.2% (456) of non-indigenous patients (p⩽0.001). The indigenous sample had a significantly higher Comprehensive Aristotle Complexity score (indigenous 9.4±4.2 versus non-indigenous 8.7±3.9, p=0.04). The probability of having long-term follow-up did not differ between groups (indigenous 93.8% versus non-indigenous 95.6%, p=0.17). No difference was noted in 30-day mortality (indigenous 3.2% versus non-indigenous 1.4%, p=0.13). The 6-year survival for the entire cohort was 95.9%. The Cox survival analysis demonstrated higher 6-year mortality in the indigenous group – indigenous 8.1% versus non-indigenous 5.0%; hazard ratio (HR)=2.1; 95% confidence intervals (CI): 1.1, 4.2; p=0.03. Freedom from surgical re-intervention was 79%, and was not significantly associated with the indigenous status (HR=1.4; 95% CI: 0.9, 1.9; p=0.11). When long-term survival was adjusted for the Comprehensive Aristotle Complexity score, no difference in outcomes between the populations was demonstrated (HR=1.6; 95% CI: 0.8, 3.2; p=0.19).ConclusionThe indigenous population experienced higher late mortality. This apparent relationship is explained by increased patient complexity, which may reflect negative social and environmental factors.

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Collins‐Gearing, Brooke. "Imagining Indigenality in Romance and Fantasy Fiction for Children." Papers: Explorations into Children's Literature 13, no. 3 (December 1, 2003): 32–42. http://dx.doi.org/10.21153/pecl2003vol13no3art1284.

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Romance and fantasy fiction by non-Indigenous authors from the nineteenth through to the twentieth century positions non-Indigenous readers as the natural, normal inhabitants of the Australian nation through strategies of appropriation and indigenisation. At the same time, these narratives exclude Indigenous children from the category 'Australian children' and construct narrators as experts on Aboriginal culture and traditions.

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Journal articles on the topic 'Indigenous children'

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