Relevant bibliographies by topics / Indigenous families

Academic literature on the topic 'Indigenous families'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Indigenous families"

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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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Tachine, Amanda R., and Nolan L. Cabrera. "“I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability." AERA Open 7 (January 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025522.

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Family connections are critical for Native student persistence, yet families’ voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be repaid by supporting Native students, families, and communities.
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Burnette, Catherine E. "Historical Oppression and Indigenous Families: Uncovering Potential Risk Factors for Indigenous Families Touched by Violence." Family Relations 65, no. 2 (April 2016): 354–68. http://dx.doi.org/10.1111/fare.12191.

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Cox, James H. "Indigenous Destinies." American Literary History 32, no. 2 (2020): 385–95. http://dx.doi.org/10.1093/alh/ajaa012.

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Abstract Gerald Vizenor displays his playful wit and provocative theorizing of Indigenous creativity in Native Provenance (2019), a collection of essays adapted from material that appeared in other forms between 2004 and 2019. He uses familiar concepts (survivance, transmotion, gossip theory) to drive discussions of familiar topics (World War I veterans from White Earth, the White Earth constitution, Indigenous abstract expressionist painters). Devoted readers of Vizenor will appreciate but also wonder about the persistence in his work over many decades of certain topics and critical emphases. A decreased interest in crossbloods as trickster figures represents one of the most significant shifts in emphasis from the middle to the later part of Vizenor’s career. Louis Owens admired Vizenor’s work on crossbloods, and he lived an experience fundamental to his view of the world that he called, similarly, “mixedblood.” Yet, as many of the contributors to Louis Owens: Writing Land and Legacy (2019) demonstrate, Owens consistently recognized distinct Native and non-Native worlds in his scholarship and drew upon tribal nation-specific beliefs and practices in his novels. His characters often struggled to understand their connection to Indigenous histories, communities, and families, all of which Owens valued, even when they remained inaccessible, either to him or his characters.
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Tam, Benita Y., Leanne C. Findlay, and Dafna E. Kohen. "Indigenous families: who do you call family?" Journal of Family Studies 23, no. 3 (February 17, 2016): 243–59. http://dx.doi.org/10.1080/13229400.2015.1093536.

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Montgomerie, Deborah, and Anna Haebich. "Broken Circles: Fragmenting Indigenous Families, 1800-2000." Pacific Affairs 74, no. 4 (2001): 624. http://dx.doi.org/10.2307/3557837.

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Richmond, Chantelle, Rachel Bezner Kerr, Hannah Neufeld, Marylynn Steckley, Kathi Wilson, and Brian Dokis. "Supporting food security for Indigenous families through the restoration of Indigenous foodways." Canadian Geographer / Le Géographe canadien 65, no. 1 (February 4, 2021): 97–109. http://dx.doi.org/10.1111/cag.12677.

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Nakata, Martin. "The Cultural Interface of Islander and Scientific Knowledge." Australian Journal of Indigenous Education 39, S1 (2010): 53–57. http://dx.doi.org/10.1375/s1326011100001137.

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AbstractThe interface between Indigenous knowledge systems and Western scientific knowledge systems is a contested space where the difficult dialogue between us and them is often reduced to a position of taking sides. Storytelling is however a very familiar tradition in Indigenous families where we can and do translate expertly difficult concepts from one generation to the next. This article is based on my attempt to story our way through the difficult dialogue and to posit opportunities for more productive engagements about the place of Indigenous knowledge in our future deliberations at the Indigenous Studies and Indigenous Knowledge Conference series.
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Pfliger, Amber. "The Framing of Indigenous Canadian Families: A Historical Discourse Analysis." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 2 (January 1, 2020): 69–83. http://dx.doi.org/10.29173/cjfy29514.

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To gain a comprehensive understanding of how Indigenous Canadian family life is framed in Canadian newspapers, 160 years of discourse was examined. To accomplish this analysis, newspaper articles were coded for themes relating to family and parenting, which was then compared to framing theory (Entman, 1993). This study concluded Indigenous families can be recognized through three distinct eras, each of which contributes to the development of discourse and the framing of Indigenous families. These findings are discussed concerning cultural framing and its effects on Indigenous populations.
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Havea, Sesimani, Siautu Alefaio-Tugia, and Darrin Hodgetts. "Kainga (families) experiences of a Tongan-Indigenous faith-based violence-prevention programme." AlterNative: An International Journal of Indigenous Peoples 17, no. 1 (February 23, 2021): 83–93. http://dx.doi.org/10.1177/1177180121994924.

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Christianity is an embedded value system within Pacific cultures that is now being employed to inform efforts to address social issues such as family violence. This article chronicles a Tongan woman’s cultural immersion with 49 Tongan church kainga (families) who participated in the Tongan faith-based Kainga Tu’umalie (Prosperous families) family violence programme. Talanoa (Pacific-Indigenous way of engaging families in research) with three kainga is drawn upon to highlight the impact of the programme in re-awakening the need to rebuild positive familial relationships based on core Tongan Christian values. More broadly, accounts from the kainga foreground the importance of interweaving spiritual faith and Indigenous knowledge in efforts to address family violence. This research also speaks to the importance of leveraging collaborative partnerships between community-based agencies and faith-based communities in addressing social issues.
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Dissertations / Theses on the topic "Indigenous families"

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Gerlach, Alison Jayne. "Early intervention with Indigenous families and children in British Columbia : a critical inquiry." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55065.

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Improving the health of Indigenous children and fostering health equity requires a radical shift beyond prevailing health care approaches. Early child development (ECD) and intervention programs are increasingly recognized for their potential in promoting children’s health and well-being, and appear to be ideally positioned to play a vital role in fostering child health equity. Currently, there is a lack of research on early intervention (EI) programs in the context of Indigenous families and children in Canada. The purpose of this qualitative study was to generate knowledge on how an urban-based EI home-visiting program for Indigenous families and children in BC, known as the Aboriginal Infant Development Program (AIDP), influences families and children’s health and well-being, and is responsive to health and social inequities affecting families and children experiencing social disadvantages. This inquiry was informed by critical theoretical perspectives and undertaken in collaboration with the AIDP. Ethnographic methods of data collection were used to obtain the perspectives of: Indigenous caregivers (n=10) and Elders involved in AIDPs (n=4), AIDP workers (n=18), and administrative leaders of organizations that hosted AIDPs (n=3). Findings demonstrate: (a) a relational perspective of ECD that emphasizes how family well-being and children’s health equity are inextricably connected, and shaped by intersecting structural inequities; (b) how AIDP workers influence family well-being and foster child health equity by: (i) contextually tailoring their programs for female-led single-parent families in urban contexts, and (ii) reframing the EI process so that it is responsive to women’s agency and self-identified priorities, which are frequently centered on accessing determinants of health and navigating the health care and child welfare systems; (c) how locating AIDPs in multi-service organizational hubs enhances a relational orientation to EI, and (d) how AIDP workers traverse a contested ECD landscape and an increasingly complex relationship with the child welfare system. This knowledge will be used to inform and enhance AIDP practices, policies, and education. These findings are applicable to a broad range of ECD and health care disciplines, including occupational therapists, and EI programs that serve Indigenous and non-Indigenous children who live with social disadvantages that stem from structural inequities.
Medicine, Faculty of
Graduate
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Parkes-Sandri, Robyn Amy. "Weaving the past into the present : Indigenous stories of education across generations." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61010/1/Robyn_Parkes_Sandri_final_theis_11_April_2013.pdf.

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In Queensland, there is little research that speaks to the historical experiences of schooling. Aboriginal education remains a part of the silenced history of Aboriginal people. This thesis presents stories of schooling from Aboriginal people across three generations of adult storytellers. Elders, grandparents, and young parents involved in an early childhood urban playgroup were included. Stories from the children attending the playgroup were also welcomed. The research methodology involved narrative storywork. This is culturally appropriate because Aboriginal stories connect the past with the present. The conceptual framework for the research draws on decolonising theory. Typically, reports of Aboriginal schooling and outcomes position Aboriginal families and children within a deficit discourse. The issues and challenges faced by urban Murri families who have young children or children in school are largely unknown. This research allowed Aboriginal families to participate in an engaged dialogue about their childhood and offered opportunities to tell their stories of education. Key research questions were: What was the reality of school for different generations of Indigenous people? What beliefs and values are held about mainstream education for Indigenous children? What ideas are communicated about school across generations? Narratives from five elders, five grandparents, and five (urban) mothers of young Indigenous children are presented. The elders offer testimony on their recollected experiences of schooling in a mission, a Yumba school (fringe-dwellers’ camp), and country schools. Their stories also speak to the need to pass as non-indigenous and act as “white”. The next generation of storytellers are the grandparents and they speak to their lives as “stolen children”. The final story tellers are the Murri parents. They speak to the current and recent past of education, as well as their family experiences as they parent young children who are about to enter school or who are in the early years of school.
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Chupik-Hall, Jessa. ""Good families do not just happen", indigenous people and child welfare services in Canada, 1950--1965." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57981.pdf.

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Abdul-Fatah, Tara. "Providing a Culturally Sensitive Approach to Support Indigenous Cancer Patients and Their Families: A Nurse Navigator’s Experience." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39928.

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Cancer among Indigenous Peoples (First Nations, Inuit, and Métis) is disproportionately higher than the overall Canadian population. Many Indigenous Peoples have difficulty accessing care and do not receive culturally safe care due to a longstanding history of marginalization and colonization. The role of a nurse navigator (NN) was developed to improve continuity of care and overall health outcomes for Indigenous Peoples; however, limited research exists on what a NN does or how they are perceived. Using constructivist case study methodology, this thesis explored the experiences of a NN working in a large tertiary care hospital in Ontario, Canada, and the processes the NN used to support Indigenous cancer patients in a culturally safe manner. Six in-depth semi-structured interviews were performed with health care providers and managers, and shadowing of a NN occurred over two weeks allowing direct observations of the NN that was captured in field notes and reflective journaling. Interviews were audiotaped and transcribed; all data was entered into NVIVO 12 qualitative software and coded thematically. Analysis revealed the NN to be an important complement to clinical care and key resource to navigating the health care system, providing mechanisms for building trust, and raising awareness of Indigenous historical and cultural contexts. The NN practiced non-conventional, patient-centered approaches that included engaging with the land and arts, interpreting healthcare information, advocating for and aiding autonomy over healthcare. All participants felt the NN had a positive influence on health and wellbeing. Thesis results inform healthcare delivery and nursing practice to improve quality of care and outcomes for Indigenous cancer patients.
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Timler, Kelsey. "From prison to plate : how connections between men in federal custody and Indigenous families impacts food security, food sovereignty and wellbeing." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61442.

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For many Aboriginal communities in Canada, the legacies of historic and ongoing colonialism and the impacts of marginalization, dispossession and racism have produced barriers to meaningful and nutritious foods and foodways. This has resulted in high rates of diet-related diseases among Aboriginal populations. The same factors that impact Aboriginal food security also create barriers to employment and housing, and inequitable treatment within the criminal justice system. Founded in 2012, a prison garden based at a minimum security correctional institution in Mission, British Columbia (BC), attempts to address these correlates of crime and poor health by engaging men in federal custody in meaningful activity; specifically, the growing and subsequent donation of organic produce. The fruits and vegetables grown in the garden are donated to a variety of local organizations and Aboriginal communities, including the Tŝilhqot’in Nation of central interior BC. This ethnographic research, founded in critical social justice theories and the principles of food sovereignty, set out to understand the impacts of the garden on both the participating men and the recipient Tŝilhqot’in communities. Qualitative interviews were conducted with 10 participating men in custody, 10 Tŝilhqot’in recipients, and 5 program stakeholders. Iterative thematic analysis revealed multi-layered impacts for the participating men, starting with access to food and increasing over time to include gardening as a means to figuratively escape the correctional environment, to work productively, to give back, and as a means to begin imagining meaningful futures outside of prison. The distribution of vegetables within the Tŝilhqot’in highlighted a passive coalescence with histories of culinary imperialism, truncating impacts to two layers: access to food and connections with the men in prison. Drawing on the insights of both the men and Tŝilhqot’in community members and the theoretical principles of food sovereignty, decolonizing methodologies and food as social justice, potential ways to acknowledge the legacies of colonialism, increase connection between the prison and the communities, and increase impacts are discussed.
Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Wright, Michael R. "Out of the Blue: Giving and receiving care: Aboriginal experiences of care-giving in the context of mental illness." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/656.

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This thesis is an exploration of the experiences of care-giving for Indigenous people living with a serious mental illness. The research included the experiences of those being cared for and those providing care. Due to past negative research experienced by Indigenous people, the study was conducted as a critical ethnography using multiple culturally appropriate methodologies and under the direction of a Study Reference Group. Participants were recruited through a person known to them, a culturally safe method of introduction. Thirteen in-depth case studies were conducted over 18 months, and participants' stories were constructed through multiple interviews, feedback and workshop sessions. Findings included the identification of a serious disconnection between mental health providers and Indigenous Australian families living with serious mental health issues. This disconnection was due to mental health providers lacking understanding of Indigenous needs and of the complexity and concepts of Indigenous care-giving. One outcome from this study was the proposal of an Indigenous care-giving model. The key elements of an Indigenous model of care-giving are the importance of relationships and reciprocity in holding and sustaining culture, and the significance of cultural responsibility. When mental health providers lack understanding of these attributes it has serious implications for their interactions with Indigenous people. This thesis offers recommendations for future research and for improved standards for mental health care provision.
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Kean, Erin M. "Relative Families: Kinship and Childhood in Early Canadian Juvenile Literature, 1843-1913." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39177.

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This thesis examines representations of Indigenous and non-Indigenous children that circulated through various reports, magazines, and fictional stories that were produced for and about children in Canada’s settler colonial context. Particularly, I focus on the archives of two related institutions, the interdenominational Canada Sunday School Union’s annual reports (1843-1876), and the Shingwauk Industrial Home’s monthly juvenile magazine, Our Forest Children (1887-1890), as well as two juvenile adventure narratives, Canadian Crusoes (1852) by Catharine Parr Traill and “The Shagganappi” (1913) by Emily Pauline Johnson (Tekahionwake). Through the nineteenth century, childhood emerged as a stage of development in the making of a racialized adult identity; I find that these archives and texts record uneasiness about racialized systems of feeling and reveal the colonial management regime’s preoccupation with strengthening certain affective bonds of relationality in order to naturalize dominant, Eurocolonial practices of kinship. My argument through this thesis follows and extends critical approaches to discourses of kinship from scholars interested in deploying Indigenous and postcolonial critiques of Western kinship traditions (Gaudry 2013, Justice 2018, Morgensen 2013, Rifkin 2010). These scholars variously draw on Michel Foucault’s theory of biopower, which they find to be central to the production and proliferation of the institution of settler colonialism in North America, and query how the biopolitical management of Indigenous people was constructed through particularized institutions (such as the residential school) and discourses (such as blood quantum). My project builds on this work by focusing on the representation of child-centered affect in Canada’s settler-colonial context. While kinship figures as a dominant narrative through this thesis, I argue that the figure of the child emerged as the node through which the colonial management regime worked out competing forms of kinship in Canada’s settler-colonial context. In the first chapter, I close read the content of the annual reports that were published by the Canada Sunday School Union. I focus specifically on the “technologies of transparency” that reveal the kinds of investments that were made in the lives of real-life settler children in Canada. The Union’s interest in tracking the circulation of Sunday school libraries, for instance, reflects an impulse to inculcate Christian feeling within the nuclear family. The second chapter builds on the colonial management regime’s investment in the emotional lives of children, but shifts the focus to the lives of the Indigenous children who attended the Shingwauk Industrial Home in Sault Ste. Marie through the late 1880s. I demonstrate how Reverend Edward F. Wilson utilized the generic codes of popular British juvenile magazines of the period to showcase how the home’s Indigenous students learn how to articulate appropriate expressions of Christian feeling. In chapter three, I draw attention to Catharine Parr Traill’s undertheorized juvenile adventure novel Canadian Crusoes. I argue that Traill represents vignettes of an Indigenous kinship practice in order to stage the incorporation of a young Kanien’kehá:ka woman into the Euro-Canadian family. Finally, the fourth chapter examines how Emily Pauline Johnson represents the incorporation of mixed-race children into the Canadian nation in her juvenile adventure novel, “The Shagganappi.” While scholars read “The Shagganappi” as a tale of successful racial-intermixture, I argue that such readings only serve to reinscribe the fantasy that Canada is comprised of a “mythical métissage” (Gaudry 85).
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Aguirre, Berenice D. "Identifying the needs of the Purhepecha children and families: An indigenous population of immigrants from Michoacan Mexico living in the the United States." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3400.

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The purpose of this study was to identify the needs of the Purhepecha children, also referred to as Tarascan, and their families living in the Eastern Coachella Valley located in California. A questionaire was developed by the author in order to identify the population's specific needs. Ultimatley, it is with hope that the Purhepecha people's needs will be understood as relevant to their language and culture, and make these needs public for other professionals working with this population.
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Anthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.

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This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', parents' and students' experiences after the school's closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators', parents', and students' into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of American Indian education with educational policy. This study's findings suggest that the transformative potential of both/and schooling has positive and wide reaching implications on the school experience of Native youth, and further illuminates the persevering practices of Indigenous educational survivance in seeking access to more equitable, culturally sustaining educational experiences. With implications for practice and policy, this anthropologic case study of an Indigenous-serving charter school considers the powerful impacts of human relationships on student learning and critiques the injustice perpetuated by snapshot accountability measurements which deny students' spaces for cultivating bridges to access imagined futures.
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McNichols, Chipo McNichols. "Can The Complex Care and Intervention (CCI) Program be Culturally Adapted as a Model For Use With Aboriginal Families Affected by Complex (Intergenerational) Trauma?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1465773400.

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Books on the topic "Indigenous families"

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Broken circles: Fragmenting indigenous families, 1800-2000. Fremantle, W.A: Fremantle Arts Centre Press, 2000.

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Morales, Donna S. The indigenous roots of a Mexican-American family. Bowie, MD: Heritage Books, 2003.

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Indigenous: Growing up Californian. San Francisco: City Lights, 2003.

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Kinew, Wab. The reason you walk. Toronto: Viking, 2015.

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Calling the shots: Aboriginal photographies. Canberra, ACT: Aboriginal Studies Press, 2014.

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Defamiliarizing the aboriginal: Cultural practices and decolonization in Canada. Canada: U Toronto Pr, CN, 2007.

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Inuit women: Their powerful spirit in a century of change. Lanham, MD: Rowman & Littlefield Publishers, Inc., 2007.

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Taking assimilation to heart: Marriages of white women and indigenous men in the United States and Australia, 1887-1937. Lincoln, NB: University of Nebraska Press, 2008.

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Boulley, Angeline. Firekeeper's Daughter. New York: Henry Holt & Company, 2021.

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Boulley, Angeline. Firekeeper's Daughter. New York: Henry Holt and Co., 2021.

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Book chapters on the topic "Indigenous families"

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Garcia, Jeremy Tuukwa, and Samantha Paakwamana Honani. "Indigenous Youth and Families." In Centering Youth, Family, and Community in School Leadership, 131–48. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003184393-14.

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Hartz, Donna, and Leona McGrath. "Working with Indigenous Families." In Psychosocial Resilience and Risk in the Perinatal Period, 44–61. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315656854-4.

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Bang, M., C. Montaño Nolan, and N. McDaid-Morgan. "Indigenous Family Engagement: Strong Families, Strong Nations." In Handbook of Indigenous Education, 1–22. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1839-8_74-1.

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Bang, Megan, C. Montaño Nolan, and N. McDaid-Morgan. "Indigenous Family Engagement: Strong Families, Strong Nations." In Handbook of Indigenous Education, 789–810. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_74.

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Dunbar, Terry, and Margaret Scrimgeour. "Pregnancy, Birthing and Health for Indigenous Families." In Indigenous Children Growing Up Strong, 101–21. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53435-4_6.

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McKinley, Catherine E. "Consequences of Violence on Women, Children, and Families." In Understanding Indigenous Gender Relations and Violence, 159–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18583-0_14.

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Villegas, Malia. "Invisible Light: Using Data to See Native Youth and Families in Policy." In Handbook of Indigenous Education, 1–14. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8_38-1.

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Villegas, Malia. "Invisible Light: Using Data to See Native Youth and Families in Policy." In Handbook of Indigenous Education, 955–68. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_38.

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McKinley, Catherine E. "How Historical Oppression Undermines Families and Drives Risk for Violence." In Understanding Indigenous Gender Relations and Violence, 85–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18583-0_7.

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de la Peña, Guillermo. "Indigenous Urban Families and the Oportunidades Program in Mexico." In Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America, 121–43. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59532-4_6.

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Conference papers on the topic "Indigenous families"

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Nichols, Mark. "Learning Design for Indigenous Learners." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3356.

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How can learning design approaches, typically reflecting Western values and methods, reflect the aspirations of indigenous learners? In 2021 Open Polytechnic, New Zealand’s leading provider of online, distance vocational learning, contracted the New Zealand Council for Educational Research (NZCER) to inform the development of courseware that supports ākonga Māori (learners of Māori descent) to achieve their learning aspirations. // The research, which applied a Māori-centred approach, investigated the perspectives of credible Māori academics and sources of knowledge and information, and ākonga Māori through interviews and focus groups with learning designers. Research questions were: What are the learning experiences of ākonga Māori in Open Polytechnic online courses? To what extent does the Open Polytechnic meet the learning needs and aspirations of ākonga Māori and their whanau (families)? How can Open Polytechnic courseware best support the learning needs and aspirations of ākonga Māori? // The final research report includes several key insights for advancing our learning design in ways that better reflect indigenous ways of being and knowing, and learning, which in turn enrich the perspectives and achievement of all learners. Issues of method and the importance of indigenous learning design will be addressed in the paper alongside the major outcomes of the project.
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Baquedano-Lopez, Patricia. "Reframing What It Means to Teach and Learn: Indigenous Maya Families in California." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442245.

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Compton-Lilly, Catherine. "A Meta-Synthesis of Black, Indigenous, and People of Color Scholarship Related to Literacies, Communities, and Families." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887330.

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4

Pusztai, Gabriella, and Zsuzsanna Márkus. "Hungarian ethnic minority higher education students in different countries of Central Europe." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8385.

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There are about 3 million Hungarians living as a minority outside Hungary in 7 countries of Central Europe. In some of those countries they still live in a nearly homogeneous block, whereas in others they live in diaspora. Their access to education in their mother tongue also differs. Our research covered the Hungarian institutions of higher education in the four countries with largest Hungarian minority groups, and we undertook a comparative study of their students. For our investigation we compared the families’ social status. We used data on 1739 students from 13 institutions. We concluded that indigenous Hungarian minority students did not produce homogeneous results in the categories that were examined, which led us to the discovery of important differences.
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Faurote, Shawn, Carrol Curtis, Daniel Jones, Andrew Otterson, Kevin Meyer, Leia Guccione, Kristopher Lineberry, et al. "Design a Product That Can Stimulate a Developing Nation’s Economy: Grain Mill." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61319.

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The purpose of this project was to design a product that would improve the standard of living, as well as stimulate the economy of a developing nation. Increasing food production was determined to be one of the greatest needs in emerging economies. Initial market research of indigenous grinding methods and diets of several developing nations pointed to a need for grain mills in Central and South America. In order to design a grain mill to meet this need, grain mill machines currently available in industrialized nations were first analyzed in order to determine the technical aspects that would be needed to construct an appropriate grain mill. The initial grain mill designed as well as prototyped weighs 40 pounds and can be assembled without any tools. The grain mill is able to efficiently grind corn into fine flour using a two-step grinding process. Using the two-step process, 1.5 pounds of grain can be milled in an hour. In addition, the grain mill can be easily disassembled for cleaning and transportation when necessary. Through analysis of the potential market’s income as well as looking at the production process, the price per grain mill is expected to be $50, a cost that is within the budget of many families and communities in the Americas.
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Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.

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This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.
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"O-012 - PATOLOGÍA DUAL EN COMUNIDADES INDIGENAS." In 24 CONGRESO DE LA SOCIEDAD ESPAÑOLA DE PATOLOGÍA DUAL. SEPD, 2022. http://dx.doi.org/10.17579/abstractbooksepd2022.o012.

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Introducción. Frecuentes estudios epidemiológicos dan cuenta de la patología dual centrados en poblaciones de centros de salud mental y drogodependencias, pero muy poco se ha investigado en poblaciones marginadas como las comunidades indígenas. Objetivo. Estimar la prevalencia de la patología dual y factores sociodemográfico, familiares y clínicos asociados a la patología dual en pacientes de las comunidades indígenas. Método. Estudio observacional descriptivo, de corte transversal y fuentes secundarias, que estima la prevalencia de la patología dual y los factores sociodemográficos y clínicos asociados, en una muestra de 121 pacientes de comunidades indígenas que ingresaron al Centro entre junio de 2019 y julio de 2021. Resultados. La prevalencia de la patología dual en los pacientes fue del 65,29%; el 63% residen en la zona rural; la edad de los pacientes tiene un promedio de 25 años, la mayoría hombres con un nivel académico de básica primaria que no trabaja. Respecto a las características familiares, el 56,96% convive en una familia de tipología extensa, el 50,63% tiene antecedentes familiares de consumo de sustancias psicoactivas y un 68,85% tiene antecedentes de enfermedades mentales. Entre los factores clínicos se destaca como droga de inicio la marihuana seguida del alcohol. El TUS más frecuente fue el trastorno mental del comportamiento debido al uso de múltiples drogas y el trastorno mental comórbido más prevalente fue el trastorno depresivo. Discusión y conclusión. La evidencia encontrada indica prevalencias importantes de patología dual en los indígenas, respecto a la población general. Palabras claves: Patología dual, factores asociados, población indígena.
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Reports on the topic "Indigenous families"

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Gordon, Heather Sauyaq Jean, Deana Around Him, and Elizabeth Jordan. Federal Policies That Contribute to Racial and Ethnic Health Inequities and Potential Solutions for Indigenous Children, Families, and Communities. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/9136x1024u.

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