Relevant bibliographies by topics / Yarning

Academic literature on the topic 'Yarning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Yarning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Yarning"

1

Atkinson, Petah, Marilyn Baird, and Karen Adams. "Are you really using Yarning research? Mapping Social and Family Yarning to strengthen Yarning research quality." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (May 15, 2021): 191–201. http://dx.doi.org/10.1177/11771801211015442.

Full text
Abstract:
Yarning as a research method has its grounding as an Aboriginal culturally specified process. Significant to the Research Yarn is relationality, however; this is a missing feature of published research findings. This article aims to address this. The research question was, what can an analysis of Social and Family Yarning tell us about relationality that underpins a Research Yarn. Participant recruitment occurred using convenience sampling, and data collection involved Yarning method. Five steps of data analysis occurred featuring Collaborative Yarning and Mapping. Commonality existed between researcher and participants through predominantly experiences of being a part of Aboriginal community, via Aboriginal organisations and Country. This suggests shared explicit and tacit knowledge and generation of thick data. Researchers should report on their experience with Yarning, the types of Yarning they are using, and the relationality generated from the Social, Family and Research Yarn.
APA, Harvard, Vancouver, ISO, and other styles
2

Bessarab, Dawn, and Bridget Ng'andu. "Yarning About Yarning as a Legitimate Method in Indigenous Research." International Journal of Critical Indigenous Studies 3, no. 1 (January 1, 2010): 37–50. http://dx.doi.org/10.5204/ijcis.v3i1.57.

Full text
Abstract:
This article demonstrates the credibility and rigor of yarning, an Indigenous cultural form of conversation, through its use as a data gathering tool with two different Indigenous groups, one in Australia and the second in Botswana. Yarning was employed not only to collect information during the research interview but to establish a relationship with Indigenous participants prior to gathering their stories through storytelling, also known as narrative. In exploring the concept of yarning in research, this article discusses the different types of yarning that emerged during the research project, how these differences were identified and their applicability in the research process. The influence of gender during the interview is also included in the discussion.
APA, Harvard, Vancouver, ISO, and other styles
3

Carlson, Bronwyn, and Ryan Frazer. "Yarning circles and social media activism." Media International Australia 169, no. 1 (October 8, 2018): 43–53. http://dx.doi.org/10.1177/1329878x18803762.

Full text
Abstract:
The practices of ‘yarning’ and ‘yarning circles’ are relatively common across groups of Indigenous Australians. This practice broadly consists of storytelling within a respectful and deeply democratic space, where each participant takes turns in speaking, and in which the direction of discussion may meander, fixate, or take divergent and creative lines of flight. The existing literature has explored the use of ‘yarning circles’ in promoting both ethical, culturally appropriate research practices and effective, culturally relevant pedagogical techniques. However, there has yet to be any work to investigate the relationship between yarning circles and Indigenous activism. This article aims to fill this gap by exploring the nexus between Indigenous online activism and yarning circles. In the first section, we outline work that has engaged in different ways with the use of yarning circles. Next, we offer our own, more political conceptualisation of ‘yarning circles’ through a reading of Paolo Freire’s work on conscientisation and, in particular, his concept of the ‘culture circle’. Finally, we draw on this new conceptualisation to explore an actual case of the use of yarning circles in political collaboration and conscientisation. Through this analysis, we discuss a number of convergent and divergent experiences shared by Indigenous activists.
APA, Harvard, Vancouver, ISO, and other styles
4

Barlo, Stuart, William (Bill) Edgar Boyd, Alessandro Pelizzon, and Shawn Wilson. "YARNING AS PROTECTED SPACE: principles and protocols." AlterNative: An International Journal of Indigenous Peoples 16, no. 2 (May 18, 2020): 90–98. http://dx.doi.org/10.1177/1177180120917480.

Full text
Abstract:
Traditional methods of imparting knowledge are known as yarning to Australian Aboriginal Elders and talking circles to North American First Nations peoples. Yarning is a relational methodology for transferring Indigenous knowledge. This article describes an emerging research methodology with yarning at its core, which provides respect and honour in a culturally safe environment. Yarning is highly structured, with protocols and principles providing participants control over the process and their stories. The methodology is embedded in a yarning space, which is framed by six protocols and seven principles. The protocols are gift, control, freedom, space, inclusiveness and gender specificity, and the principles are reciprocity, responsibility, relationship, dignity, equality, integrity and self-determination—to protect participants, stories and data. This is ensured through respectful and honouring relationships, responsibility and accountability between participants. The key camps in which the yarning journey is segmented are the Ancestors, protocols, principles, connections, data, analysis, processing and reporting, and the wider community.
APA, Harvard, Vancouver, ISO, and other styles
5

Christensen, Katie. "Yarning as decolonising practice." International Journal of Narrative Therapy and Community Work 2022, no. 2 (July 1, 2022): 1–8. http://dx.doi.org/10.4320/rxkw8245.

Full text
Abstract:
Yarning has become part of decolonising my practice. Yarning is a way to divest from colonised ways of being and working and of showing respect for First Nations ways. It also supports me in grappling with what is irreconcilable within settler coloniser–Indigenous relations and moving towards returning land and life to Indigenous peoples. This paper shows how I have adapted Bessarab and Ng’andu’s (2010) model of yarning as a research practice and applied it to therapeutic conversations in combination with narrative practices including therapeutic letters and outsider witnessing. It describes work with Mim and Lucy, including transcripts of practice and therapeutic letters that embodied yarning as a decolonising practice.
APA, Harvard, Vancouver, ISO, and other styles
6

Hamilton, Sharynne, Tracy Reibel, Sarah Maslen, Rochelle Watkins, Freeman Jacinta, Hayley Passmore, Raewyn Mutch, Melissa O’Donnell, Valerie Braithwaite, and Carol Bower. "Disability “In-Justice”: The Benefits and Challenges of “Yarning” With Young People Undergoing Diagnostic Assessment for Fetal Alcohol Spectrum Disorder in a Youth Detention Center." Qualitative Health Research 30, no. 2 (November 6, 2019): 314–27. http://dx.doi.org/10.1177/1049732319882910.

Full text
Abstract:
Undertaking research with young people presents an array of methodological challenges. We report the findings from a qualitative study that took place alongside a fetal alcohol spectrum disorder (FASD) prevalence study among detainees in Australia. Of 38 participants, 27 were Aboriginal youth. Interviews were conducted using “social yarning” and “research topic yarning,” an Indigenous research method which allows for data collection in an exploratory, culturally safe way. A complex interplay emerged between social yarning and research topic yarning which provided a space to explore responsively with participants their experiences of FASD assessments. Flexibility, including language adaptation and visual descriptions about assessments, was utilized to assist participants recall and retell their experiences. There were, however, challenges in gathering data on the assessment experiences of some participants. We describe how employing a “yarning” method for collecting data could benefit children and young people undergoing neurodevelopmental assessments in the future.
APA, Harvard, Vancouver, ISO, and other styles
7

Jones, L., S. Burgess, and M. Seal. "‘ADVANCE CARE YARNING’ BOOKLET." BMJ Supportive & Palliative Care 3, no. 2 (June 2013): 290.2–290. http://dx.doi.org/10.1136/bmjspcare-2013-000491.168.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

LEE, IL HA, GANG HEE HAN, SEUNG JIN CHAE, JUNG JUN BAE, EUN SUNG KIM, SOO MIN KIM, TAE HYUNG KIM, HAE-KYUNG JEONG, and YOUNG HEE LEE. "CRITERIA FOR PRODUCING YARNS FROM VERTICALLY ALIGNED CARBON NANOTUBES." Nano 05, no. 01 (February 2010): 31–38. http://dx.doi.org/10.1142/s1793292010001809.

Full text
Abstract:
Critical yarning conditions from vertically aligned carbon nanotubes (VACNTs) using a chemical vapor deposition have been investigated. VACNTs with a diameter of around 15 nm have been synthesized with a length up to 3.7 mm. The yarning was realized exclusively in a limited range of the CNT lengths of about 170–1500 μm. Although CNTs became long for longer growth times, some of the CNTs were plucked out from the bottom substrate during growth so that the CNT density decreased at later stages of growth, prohibiting continuous yarning by the suppression of interconnection between CNTs at the bottom part of VACNTs.
APA, Harvard, Vancouver, ISO, and other styles
9

Lin, Ivan, Charmaine Green, and Dawn Bessarab. "‘Yarn with me’: applying clinical yarning to improve clinician–patient communication in Aboriginal health care." Australian Journal of Primary Health 22, no. 5 (2016): 377. http://dx.doi.org/10.1071/py16051.

Full text
Abstract:
Although successful communication is at the heart of the clinical consultation, communication between Aboriginal patients and practitioners such as doctors, nurses and allied health professionals, continues to be problematic and is arguably the biggest barrier to the delivery of successful health care to Aboriginal people. This paper presents an overarching framework for practitioners to help them reorientate their communication with Aboriginal patients using ‘clinical yarning’. Clinical yarning is a patient-centred approach that marries Aboriginal cultural communication preferences with biomedical understandings of health and disease. Clinical yarning consists of three interrelated areas: the social yarn, in which the practitioner aims to find common ground and develop the interpersonal relationship; the diagnostic yarn, in which the practitioner facilitates the patient’s health story while interpreting it through a biomedical or scientific lens; and the management yarn, that employs stories and metaphors as tools for patients to help them understand a health issue so a collaborative management approach can be adopted. There is cultural and research evidence that supports this approach. Clinical yarning has the potential to improve outcomes for patients and practitioners.
APA, Harvard, Vancouver, ISO, and other styles
10

Barlo, Stuart, William (Bill) Edgar Boyd, Margaret Hughes, Shawn Wilson, and Alessandro Pelizzon. "Yarning as protected space: relational accountability in research." AlterNative: An International Journal of Indigenous Peoples 17, no. 1 (January 12, 2021): 40–48. http://dx.doi.org/10.1177/1177180120986151.

Full text
Abstract:
In this article, we open up Yarning as a fundamentally relational methodology. We discuss key relationships involved in Indigenous research, including with participants, Country, Ancestors, data, history, and Knowledge. We argue that the principles and protocols associated with the deepest layers of yarning in an Indigenous Australian context create a protected space which supports the researcher to develop and maintain accountability in each of these research relationships. Protection and relational accountability in turn contribute to research which is trustworthy and has integrity. Woven throughout the article are excerpts of a yarn in which the first author reflects on his personal experience of this research methodology. We hope this device serves to demonstrate the way yarning as a relational process of communication helps to bring out deeper reflection and analysis and invoke accountability in all of our research relationships.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Yarning"

1

Carnes, Roslyn. "Unsettling white noise: Yarning about Aboriginal education in Western Australian prisons." Thesis, Carnes, Roslyn (2014) Unsettling white noise: Yarning about Aboriginal education in Western Australian prisons. PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/22255/.

Full text
Abstract:
Though representing less than 4% of the Western Australian population, almost 40% of incarcerated adults and more than 70% of juveniles in detention in Western Australia are Aboriginal. Despite these figures prisoner education is rarely investigated in Australian academic research especially from an Aboriginal perspective. In response, this research focuses on what Aboriginal people themselves have to say about their experiences of education in Western Australian prisons. The intent is to identify what they believe helps and hinders education for Aboriginal prisoners. Consistent with critical theory this research questions society, structures and systems in context. Specifically it is grounded in critical race and whiteness theory which argues that racialised categories are socially constructed by dominant Settler systems with whiteness unmarked as a racial grouping. Attempting to counter this often unrecognised privilege, Aboriginal and other Indigenous academic voices are prioritised in this thesis. From the standpoint of a critical ally, the culturally appropriate methodology of yarning is adopted to learn from the experiences of Aboriginal ex-prisoners who volunteered to participate in this research. What is revealed relates to and goes beyond prisons and education, reflecting the interrelatedness of Indigenous life, worldviews and problem solving. Therefore experiences in prisons cannot be divorced from the broader structural and cultural influences shaping participant’s experiences of life. Based on experiences of the participants two major areas of hindrance to prisoner education can be identified. First is the impact of intergenerational trauma. Second are a range of challenges inside and outside prisons. Inside prisons there exists a lack of physical and human resources. Outside prisons Aboriginal inequality such as housing, employment, education and health are raised. Such hindrances are exemplars of white noise created by historical legacies, unquestioned white privilege and denial of Aboriginal sovereignty. What participants identify as helpful is programs, practices and relationships that value Aboriginal agency and reciprocity where non-Indigenous people and systems become informed of Aboriginal processes and perspectives of history. Having recognized that white noise requires systemic transformation, the thesis attempts to move beyond deficit and victim-blaming approaches to Indigenous prisoner education with a view to closing ‘educational gaps’. Building strong relationships is the major goal in constructing this transformative educational framework based on the four cornerstones of Honouring Aboriginal Sovereignty and Healing of Historical Trauma and actions of transformative education that recognise the need for starting with Aboriginal Agency and Becoming Informed as Whitefellas. Ultimately, it is not appropriate for Indigenous people alone to be expected to make shifts in thinking in order to match expectations of dominant Settler cultures. Changes are also required of non-Indigenous, mainstream systems, habits of mind and cultural self-awareness. Without such mutual transformation the din of white noise continues and reciprocal dignity and respect remains elusive whether inside or outside a prison.
APA, Harvard, Vancouver, ISO, and other styles
2

Shay, Marnee. "Counter stories: Developing Indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107925/4/Marnee_Shay_Thesis.pdf.

Full text
Abstract:
The focus of this study was to centre the voices and experiences of Aboriginal and Torres Strait Islander peoples in flexi school context. The voices prominent in this study are Aboriginal and Torres Strait Islander educative staff in flexi schools and my voice, as an Aboriginal researcher. Flexi schools are engaging with high numbers of Indigenous people, yet this context of schooling is relatively absent from the broader Indigenous education discourse. This qualitative study explores the experiences of Indigenous staff in flexi schools in Queensland, Victoria and Western Australia. Using autoethnography, I documented my experiences as an Aboriginal education researcher using yarning methodology in institutionalised education settings to consider new uses of Indigenist methodology and identify practical implications for Indigenous researchers using Indigenous ways of being, knowing and doing in settings that have historically perpetuated exclusion, imperialism and racism.
APA, Harvard, Vancouver, ISO, and other styles
3

Boyd, Nicole. "Two-way dialogue on Akatyerr (desert raisin) in a female Indigenous middle years class: Towards cultural inclusivity in mathematics curriculum and pedagogic practice." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/227141/1/Nicole_Boyd_Thesis.pdf.

Full text
Abstract:
The thesis argues that measurement learning, when adjusted to reflect the cultural and linguistic needs of the student cohort, can be culturally inclusive. The study emphasises the importance of contextualising measurement curriculum and pedagogic practice to students’ interests to promote student agency in their learning. The local knowledge, understanding, and perspectives of Utopia Eastern Anmatyerr and Alyawarr participants were privileged to determine the appropriate ways to contextualise concepts related to Akatyerr (desert raisin) with concepts of measurement. The thesis explains the changes made to hear students’ voices to enable their interests to inform pedagogical decision-making and their measurement learning.
APA, Harvard, Vancouver, ISO, and other styles
4

Mason, Jennifer. "NAIDOC and me: A personal narrative journey exploring NAIDOC and lived experience." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235730/7/Jen_Mason_Thesis_.pdf.

Full text
Abstract:
This study connects early Aboriginal activism to the provocation of systemic racism—exposing connections of Indigenous strength—to the historical timeline of NAIDOC. The film NAIDOC and Me, created as an output of the study and exegesis link academic, public and private resources, promoting Indigenous leadership. Adopting an Indigenous Yarning methodology the study shares learnings from Elders in Indigenous communities demonstrating the themes of pride, racism, education and leadership within the NAIDOC continuum. The research demonstrates that cultural engagement at NAIDOC events shifts negative cultural memories, challenges the current racial status quo, and counters the settler-colonial version of Australian history.
APA, Harvard, Vancouver, ISO, and other styles
5

Rheault, Haunnah. "Examining the chronic disease health literacy of First Nations Australians: A mixed methods study." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228618/8/Haunnah%20Rheault%20Thesis.pdf.

Full text
Abstract:
Chronic disease is the most significant contributor to the mortality gap between Australia’s First Nations people and the overall Australian population. This study explored chronic disease self-management and health literacy in First Nations adults living in remote Queensland. Key findings were poor communication by healthcare providers coupled with limited health literacy abilities of individuals were the major barriers to active engagement with managing chronic disease. Providing a supportive health literacy environment and the provision of appropriate health information delivered in a cultural safe way using clinical yarning, may assist with closing the gap in First Nations people.
APA, Harvard, Vancouver, ISO, and other styles
6

Phillips, Todd. "Cultural factors affecting tertiary education access for Bundjalung men." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54626/1/Todd_Phillips_Thesis.pdf.

Full text
Abstract:
Despite documented changes to mainstream educational systems, Indigenous educational achievements are still at critically low levels across all phases of formal education. According to the Australian Bureau of Statistics (2011) Indigenous students are still less likely than non-Indigenous students to complete their final years of schooling (45% compared with 77% in 2009); tertiary level entry and outcomes are also significantly lower than non-Indigenous entry and outcomes. Although significant research has focused on the area of Indigenous education, in particular, identifying and making recommendations on how to close educational gaps between Indigenous and non-Indigenous people, these studies have failed to bring about the change needed and to engage successfully with Indigenous communities and draw on Indigenous communities’ insights for best practice. This thesis focuses on Indigenous perspectives and takes a closer look at the cultural factors that impact on tertiary education access for Indigenous young men who come from a Bundjalung community on the far north coast of northern New South Wales. To date, this community has not been the focus of serious postgraduate study. Their experiences and the values and ideas of their community have not been investigated. To do this, the study uses an Indigenous methodological framework. It draws on Indigenous Standpoint Theory to analyse data through concepts of the cultural interface and tensions (Nakata, 2007, pp. 195-217). The study’s framing also draws on decolonising methods (Porsanger, 2004; Smith, 1999) and Indigenist research methods (Rigney, 1997). Such methodologies are intended to benefit both the research participants (community members) and the researcher. In doing so, the study draws on Creswell’s (2008) methods of restorying and retelling to analyse the participants’ interviews and yarns about their lives and experiences relating to tertiary educational access. The research process occurred in multiple stages: (1) selection of research sites, (2) granting of access which was requested through consultation with local Aboriginal Elders and through the local Aboriginal Lands Council, (3) conducting of interviews with participants/ data collection, (4) analysis of data, (5) documentation of findings, (6) theory development, and (7) reporting back to the nominated Indigenous community on the progress and findings of the research. The benefits of this research are numerous. First, this study addresses an issue that has been identified from within the local Aboriginal community as an issue of high precedence, looking at the cultural factors surrounding the underrepresentation of Indigenous people accessing tertiary education. This is not only of local significance but has been identified in the literature as a local, national and international area of concern amongst Indigenous peoples (Department of Economic and Social Affairs, 2009; Herbert, 2010; King, 2011). Secondly, the study draws on local Indigenous knowledges and learning processes from within a Bundjalung community to gain inside perspectives, namely the cultural factors that are being expressed from a range of Indigenous community members – young men, community Elders and community members – and finding out what they perceive inhibit and/or promote tertiary education participation within their community. Such perspectives are rarely heard. Finally, recommendations made from this study are aimed at revealing investigative styles that may be utilised by Western institutions to improve access for Indigenous young men living in the Narlumdarlum1 region in the tertiary context.
APA, Harvard, Vancouver, ISO, and other styles
7

Woods, Davina. "Walking My Path: An Autoethnographic Study of Identity." Thesis, 2018. https://vuir.vu.edu.au/40585/.

Full text
Abstract:
‘Walking My Path: An Autoethnographic Study of Identity’ is a doctoral thesis written in first person narrative about my search for my ancestral country in Far North Queensland. Incorporating both physical walking on country and metaphorical walking of trauma trails (Atkinson 2002) the story of my matrilineal Grandfather’s childhood builds on Shirleen Robinson’s (2008) ‘Something like Slavery?’. Enabling me to explore First-Nations philosophical concepts, I explain how I practise this philosophy inside my First-Nations family and community in the 21st century. Embedding my research in Indigenous Standpoint Theory and gathering the data, using a methodological net that includes yarning and dadirri, I am honouring First-Nations peoples. Finding that much of the data was distressing I have developed Creative Healing Inquiry (CHI), a process that supports the rebalancing of an individual’s psyche. CHI also makes the thesis both intertextual and serves as a mechanism that acknowledges multiliteracies. The Cusp Generation, children born between the end of WWII (1945) and Australia’s withdrawal from Vietnam (1972), are the people I propose would benefit most from public pedagogy that tells of Australia’s history. With the release of the Australian Royal Commission into Aboriginal Deaths in Custody report in 1991 and the Human Rights and Equal Opportunity Commission’s Bringing Them Home report in 1997; my work makes shared history more relevant through its direct connection with actual people rather than abstract statistics. Demonstrated by the Commonwealth Government’s continuation of ‘The Intervention’ and rejection of the ‘Uluru Statement from the Heart’, Australia is not a post-colonial nation-state and Australians, in general, need to undertake cognitive decolonisation; and truth telling, as steps that may lead to what Marcia Langton has called a ‘genuine intercultural dialogue’ (cited in Healy 1997, p. 46).
APA, Harvard, Vancouver, ISO, and other styles
8

Osborne, Samuel. "Staging standpoint dialogue in tristate education: privileging Anangu voices." Thesis, 2016. https://vuir.vu.edu.au/32634/.

Full text
Abstract:
Aboriginal education in remote areas of Australia continues to be a contested focus for policy and practice, with little debate that actively involves Aboriginal people themselves. This thesis attempts to redress this gap in a small way by in-depth conversations about education with Anangu in the tristate area of central Australia (the region where Western Australia, South Australia and the Northern Territory meet). Here Aboriginal people live in relatively small, dispersed desert communities with close language and familial connections. Contact with Europeans is relatively recent, with provision of schooling moving from centralised mission-based schooling to decentralised community schools following the 1967 referendum. Anangu children are frequently positioned as deficient in mainstream educational achievement narratives within colonial and neo-colonial educational endeavours. This study seeks to inform Anangu education policy and practice from Anangu standpoints and to explore the potential for standpoint dialogue in negotiating alternatives in tristate education (Harding, 1992).
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Yarning"

1

Godinho, Vinita. Analysing Informal Conversations in “Yarning Circles” to Explore Money and What It Means to Indigenous People Living in Remote Australia. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2019. http://dx.doi.org/10.4135/9781526491473.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Staff, Oxford Literacy. Yarning Strong Family Years 3-4 Value Pack Of 6. Oxford University Press Australia & New Zealand, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Staff, Oxford Literacy. Yarning Strong Land Years 5-6 Value Pack Of 6. Oxford University Press Australia & New Zealand, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Staff, Oxford Literacy. Yarning Strong Law Years 5-6 Value Pack Of 6. Oxford University Press Australia & New Zealand, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Knit your own boyfriend: Create the man you've been yarning for. 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kelly, Janet, Shilpanjali Jesudason, and Dora Oliva. Indigenous 'Yarning Kidneys' Report : Consultation Meeting to Inform the Development of the Guidelines for Management of Chronic Kidney Disease for ATSI: Adelaide Consultation 2018. Kidney Health Australia, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kelly, Janet, Shilpanjali Jesudason, Dora Oliva, and Tahlee Stevenson. Indigenous 'Yarning Kidneys' Report : Consultation Meeting to Inform the Development of the KHA-CARI Guidelines for Management of Chronic Kidney Disease for ATSI: Port Augusta Consultation, February 2019. Kidney Health Australia, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dunsany, Lord. Men of Yarnith. Start Publishing LLC, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gary, Proctor, Warburton Community, Perth Institute of Contemporary Arts, and SH Ervin Gallery, eds. Yarnangu Ngaanya: Our land, our body : a touring exhibition from the Warburton Community. Perth: Perth Institute of Contemporary Arts, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Yarning"

1

Cleland, Amy, and Carole Zufferey. "Yarning About Yarning: A Potential Strategy to Deconstruct Whiteness." In Handbook of Critical Whiteness, 1–13. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1612-0_54-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Anderson, Sue, Jaimee Hamilton, and Lorina L. Barker. "Yarning up oral history." In Beyond Women's Words, 170–83. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351123822-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bush, Judy, Katie West, and Maddison Miller. "Yarning about Urban Country." In Planning in an Uncanny World, 17–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003108757-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Brigden, Cathy, Al Fricker, Richard Johnson, and Andrea Chester. "Speaking Together: Reflections on Reconciliation, Yarning Circles, and Signature Pedagogies." In Tertiary Education in a Time of Change, 129–41. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5883-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sherwood, Juanita, and Janine Mohamed. "Racism a Social Determinant of Indigenous Health: Yarning About Cultural Safety and Cultural Competence Strategies to Improve Indigenous Health." In Cultural Competence and the Higher Education Sector, 159–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Yarning and Wisdom." In Shaping Wise Futures, 232–50. BRILL, 2021. http://dx.doi.org/10.1163/9789004505544_015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bishop, Michelle, and Dakota Jericho Smith. "Yarning through the intricacies, tensions, and potentialities of (Indigenous) autoethnography." In Critical Autoethnography and Intercultural Learning, 33–41. Routledge, 2020. http://dx.doi.org/10.4324/9780429280016-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Ngapartji Ngapartji – Narratives of Reciprocity in ‘Yarning Up’ Participatory Research." In Critical and Creative Research Methodologies in Social Work, 89–106. Routledge, 2016. http://dx.doi.org/10.4324/9781315574905-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Yarning"

1

Seyfert, Carola, and Alvaro Marin. "Video: The Yarning Droplet." In 74th Annual Meeting of the APS Division of Fluid Dynamics. American Physical Society, 2021. http://dx.doi.org/10.1103/aps.dfd.2021.gfm.v0073.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

Full text
Abstract:
In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Yarning' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography