Tesi sul tema "Aboriginal and"
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1
Thistleton-Martin, Judith, University of Western Sydney, of Arts Education and Social Sciences College e School of Humanities. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998". THESIS_CAESS_HUM_ThistletonMartin_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/799.
Testo completoAbstract (sommario):
This thesis is a seminal in-depth study of how non-indigenous writers and illustrators construct Aboriginal childhood in children's fiction from 1841-1998 and focuses not only on what these say about Aboriginal childhood but also what they neglect to say, what they gloss over and what they elide. This study probes not only the construction of aboriginal childhood in children's fiction, but explores the slippage between the lived and imagined experiences which inform the textual and illustrative images of non-Aboriginal writers. This study further contends that neo-colonial variations on the themes informing these images remain part of Australian children's fiction. Aboriginal childhood has played a limited but telling role in Australian children's literature. The very lack of attention to Aboriginal children in Australian children's fiction - white silence - is resonant with denial and self-justification. Although it concentrates on constructions of aboriginal childhood in white Australian children's fiction, this study highlights the role that racial imagery can play in any society, past or present by securing the unwitting allegiance of the young to values and institutions threatened by the forces of change. By examining the image of the Other through four broad thematic bands or myths - the Aboriginal child as the primitive; the identification of the marginalised and as the assimilated and noting the essential similarities that circulate among the chosen texts, this study attempts to reveal how pervasive and controlling the logic of racial and national superiority continues to be. By exploring the dissemination of images of Aboriginal childhood in this way, this study argues that long-lived distortions and misconceptions will become clearerDoctor of Philosophy (Literature)
2
Jamieson, Wanda. "Aboriginal male violence against aboriginal women in Canada". Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5271.
Testo completo
3
Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
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4
School, of Native Human Services Laurentian University. ""Articulating Aboriginal Paradigms: Implications for Aboriginal Social Work Practice"". School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/401.
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5
Hughes, Ian. "Self-Determination: Aborigines and the State in Australia". Thesis, The University of Sydney, 1997. http://hdl.handle.net/2123/931.
Testo completoAbstract (sommario):
This thesis is an inquiry into the possibility of Aboriginal autonomy under the regime of a state policy which commands self determination. Debate about policy has been dominated by Western scientific, political and professional knowledge, which is challenged by indigenous paradigms grounded in the Dreaming. A recognition of the role of paradox leads me to an attempt at reconciliation between the old and the new Australian intellectual traditions. The thesis advances the theory of internal colonialism by identifying self-determination as its current phase. During more than 200 years of colonial history the relationship between Aborigines and the state has been increasingly contradictory. The current policy of self-determination is a political paradox. Aboriginal people must either conform to the policy by disobeying it, or reject the policy in obedience to it. Through the policy of self-determination the state constructs a relationship of dependent autonomy with Aboriginal people. In a two-year (1994-95) action research project Kitya Aboriginal Health Action Group was set up to empower a local community to establish an Aboriginal health service despite opposition from the Government Health Service. In collaboration with local general practitioners and volunteers the action group opened a health centre. After the end of formal field work government funding and support for the health service was granted. The project illustrated the paradox of dependent autonomy. What appeared as successful community development was not development, and what appeared as destructive factionalism was empowering. Strategies for change made use of contradictions and paradoxes within the state. As an innovation in the practice of social change, the thesis begins the construction of a model for indigenous community action for self-determination in health.
6
Walker, Kate. "Trends in birthweight and infant weights : relationships between early undernutrition, skin lesions, streptococcal infections and renal disease in an Aboriginal community /". Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/2406.
Testo completoAbstract (sommario):
Undernutrition in prevalent in Aboriginal communities, in utero, infancy and childhood. It influences childhood morbidity and mortality and growth patterns. Undernutrition and poor socio-economic status also contribute to endemic and epidemic infectious disease, including scabies and streptococcal infection. It has been suggested that early undernutrition, and streptococcal and scabies infection are risk factors for renal disease, which is at epidemic levels and increasing. This thesis examines the prevalence of undernutrition in newborns and infants in an Aboriginal community over time, and its impact on childhood growth and child and adult renal markers. The association between skin lesions, streptococcal serology, post-streptococcal glomerulonephritis (PSGN) and renal markers as evaluated through a community wide screening program in 1992-1995 is also examined. Birthweights have increased since the 1960s, but they are still much lower than the non-Aboriginal values. Weights in infancy have decreased since the 1960s. At screening in childhood stunting was common, reflecting the presence of long-term poor nutrition in infancy. In both adults and children, birth weight and infant weights were negatively associated with albuminuria measured by the albumin to creatine ratio (ACR).
7
Bell, Catherine Edith. "Metis aboriginal title". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27349.
Testo completoAbstract (sommario):
This thesis is a legal analysis of the origin and persistence of Metis aboriginal title as an independent legal right. The popular doctrine of aboriginal title is rejected in favour of the natural rights of the Metis and first principles of aboriginal title. A theory of Metis title is developed through the examination of:
1. the inclusion of Metis peoples in s.35(2) of the Constitutional Act. 1982;
2. jurisdiction over Metis claims;
3. natural rights of indigenous peoples and the recognition of natural rights in domestic and international positive law;
4. natural rights of the Metis Nation of Manitoba; and
5. the persistence of Metis title in the face of unilateral and consensual acts of extinguishment.
The examination of natural rights reveals an increased importance of natural theories in aboriginal title cases. These theories provide the basis upon which Metis claims to title can be linked to aboriginal title claims and doctrines of extinguishment can be re-examined.Law, Peter A. Allard School of
Graduate
8
Phillips, Crystal H. "Theorizing Aboriginal feminisms". Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Women's Studies, c2012, 2012. http://hdl.handle.net/10133/3120.
Testo completoAbstract (sommario):
Increasingly, Aboriginal women engage with feminist theory and forms of activism to carve their own space and lay a foundation for an Aboriginal feminism. I compile prominent writings of female Aboriginal authors to identify emerging theoretical strains that centre on decolonization as both theory and methodology. Aboriginal women position decolonization strategies against the intersectionality of race and sex oppression within a colonial context, which they term patriarchal colonialism. They challenge forms of patriarchal colonialism that masquerade as Aboriginal tradition and function to silence and exclude Aboriginal women from sovereignty and leadership spheres. By recalling and reclaiming the pre-colonial Aboriginal principle of egalitarianism, which included women within these spheres, they are positioned to create a hybrid feminism that locates egalitarianism within a contemporary and relevant context by combining it with human rights. In this way, Aboriginal feminism balances culture and tradition with principles of individual and collective rights.ix, 142 leaves ; 29 cm
9
Ryan, Lyndall. "The Aboriginal Tasmanians /". St Leonards : Allen & Unwin, 1996. http://catalogue.bnf.fr/ark:/12148/cb37547193t.
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10
Gallois, Matthieu Marie Claude. "The Aboriginal Flag". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17227.
Testo completoAbstract (sommario):
Is the Aboriginal Flag art? And, if it is, to what end does that claim serve? ‘Art’ is not a helpful noun, and certainly a risky one on which to base an argument. Yet, to fail to read the Aboriginal Flag as art – or, more precisely, to fail to read it as Indigenous activist art – is to fail to understand the Aboriginal Flag, and more broadly the role of culture in Indigenous activism, post European settlement. The Aboriginal Flag’s Indigenous and Western art epistemologies are instrumental in shaping its form and semantics. As Aboriginal art, the flag represents a continuum with traditional Aboriginal themes and aesthetic values. In a Western context, it is read as a flag, and it exists as a mass-produced object. In all its guises the Aboriginal Flag has melded itself into many aspects of popular imagination and become one of Australia’s significant symbols. The contested history of the Aboriginal Flag – evident in the passion it evokes on both sides of Australia’s race-based cultural divide – demonstrates that both white and black Australians understand the Aboriginal Flag to be a powerful political symbol. The Aboriginal Flag is therefore two things simultaneously: a work of art and an activist symbol. As a successful pairing, this alliance is rare because each entity or discipline has different values and agendas: activism seeks to bring about social change, art-making is concerned with the subject of art. To confuse matters further, as a work of social and political art the Aboriginal Flag achieves something very rare: it brings about social change. Understood in this way, the Aboriginal Flag has three conceptualising foundations: art, activism and social change. In its totality, the Aboriginal Flag represents evidence of a particular type of art – of which it is exemplary – that remains largely unrecognised as an artistic genre. In light of these factors, it is necessary to define the Aboriginal Flag as distinct from other social and political contemporary works of art that have emerged in recent decades. These art-based interpretations of the Aboriginal Flag constitute the architecture or, more precisely, the armature of this thesis. They give form and structure to the flag’s histories and meanings that in their totality form a cohesive reading of the Aboriginal Flag that is whole and distinctly Indigenous.
11
Grigas, Lee C. (Lee Christian) Carleton University Dissertation Sociology and Anthropology. "Medicine wheels: tools of adaptation in aboriginal and non-aboriginal society". Ottawa, 1995.
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12
Todd, Helen Joan. "The Third Space: Shared Understanding between Aboriginal and Non-Aboriginal People". Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/73533.
Testo completoAbstract (sommario):
A concept of Baldja Leadership is presented following a study of enablers and inhibitors of shared understanding between Aboriginal and Non Aboriginal people working in the Western Australian civil construction industry. Leadership traits perceived by members of both cultures as creating positive and negative regard for their leaders were identified. This constructivist, interpretivist investigation recommends actions to achieve a 'third space' of understanding that will help to retain Aboriginal people in organizations
13
Graf, Elke K. "Causal attributions for crime involving Aboriginal and non-Aboriginal juvenile offenders". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/996.
Testo completoAbstract (sommario):
The purpose of the study was to examine the impact of crime-specific racial stereotypes upon the Jay person's judgement about the cause of and appropriate punishment for juvenile crime. A pilot investigation (n= 30) revealed that the crimes of motor vehicle theft and possession of an illegal drug were perceived to be more strongly associated with the Aboriginal and non-Aboriginal offender respectively. This information formed the basis for the type of crime and offender's race experimental manipulations of the main study. Attribution theory variables and the revised version of a previously validated questionnaire (Furnham & Henderson, 1983) were the two approaches to the measurement of cause in the present study. One hundred and eighteen residents from a random sample of suburbs belonging to the City of Wanneroo in Western Australia participated in the study. Consistent with previous research utilising attribution theory, no significant variation in the attributions based on the race of the offender and the type of crime were observed. The expected influence of crime stereotypes upon causal evaluations received little support. Interestingly, differences for all three independent variables were observed with the questionnaire approach to measurement. Further research is needed to clarify the apparent inconsistency in the findings.
14
Welsh, Andrew. "Aboriginal peoples and the criminal justice system, differences in full parole release rates between Aboriginal and non-Aboriginal offenders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/MQ51503.pdf.
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15
Farouque, Jameela. "Aboriginal welfare in Australia /". Title page, contents and introduction only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arf237.pdf.
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16
Native, Child and Family Centre, Metis Youth Centre Sudbury, Health Centre Shkagamik-Kwe, First Nation Wahnapitae e Debbie Lemieux. ""Aboriginal Youth Vision Committee"". School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/437.
Testo completoAbstract (sommario):
The Aboriginal Youth Vision Committee began in August 2000. Three agencies and one First Nation came together to plan a traditional camping experience for the youth of these agencies/organizations. The three agencies were Sudbury Metis Youth Centre, Native Child and Family Centre, Shkagamik-Kwe Health Centre and the First Nation was Wahnapitae First Nations.
17
Doherty, Michael P. "Aboriginal dominion in Canada". Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=233439.
Testo completoAbstract (sommario):
In much of Canada, Aboriginal rights – including land rights – were never extinguished by treaty, and presumptively continue to exist. Jurisprudence has established that in Aboriginal groups' traditional territories, they will have Aboriginal title – the right to exclusive use and occupation - in those areas where they can demonstrate both occupation and exclusivity at the date of the assertion of Crown sovereignty, and that they will have hunting and fishing rights in areas where they can demonstrate occupation but not exclusivity. This leaves open the question of what right they have in areas where they can demonstrate exclusivity but not occupation. This thesis argues for the existence in such areas of a right that has not previously been recognized in Canada, namely a right to prohibit resource use or extraction. This right – here termed “Aboriginal dominion” – is argued to be analogous to a negative easement in European property law systems. Even drawing such an analogy, however, requires a level of analysis that has been lacking with regard to Aboriginal property rights in Canada, since courts have insisted that such rights are sui generis, unique. This insistence is here called into question, and an approach that analyzes property rights as being responsive to the needs of human beings in particular times and places is urged instead. To the extent that such analysis results in the recognition of new Aboriginal rights, including Aboriginal dominion, it may help to bring Canada in line with international norms, as embodied in the United Nations Declaration on the Rights of Indigenous Peoples and other instruments, and may contribute to achievement of the ultimate goal of Canadian Aboriginal law: reconciliation.
18
Leavy, Brett A. "Australian Aboriginal virtual heritage". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/72790/1/Brett_Leavy_Thesis.pdf.
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19
Lutz, John S. "Work, wages and welfare in aboriginal-non-aboriginal relations, British Columbia, 1849-1970". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9710.
Testo completoAbstract (sommario):
This dissertation focuses on the work-for-pay exchange between aboriginal people and immigrants of European stock--the two most prominent cultural groups in the early history of British Columbia--and follows the patterns of this exchange from its origins through to the 1970s. It examines both the material and the rhetorical construction of the "Indian" as a part of British Columbia's labour force, a process described as racialization, and emphasizes, as well, the transformation of meaning inherent in cross-cultural exchange. It is a province-wide analysis, the core of which is a micro-history of one aboriginal group, the Songhees people, who live in the area now occupied by Victoria, the capital city. This examination challenges the long-standing view that aboriginal people were bystanders in the economic development and industrialization of British Columbia outside, and after, the fur trade. From the establishment of the Colony of Vancouver Island in 1849, through Confederation with Canada in 1871 and to the 1885 completion of the Canadian Pacific Railway, aboriginal people comprised the majority of the population in present-day British Columbia, and the majority of the work force in agriculture, fishing, trapping and the burgeoning primary industries. This dissertation charts the subsequent decline in participation of aboriginal people in the capitalist economy from 1885 to 1970. Using a micro-historical study and close attention to aboriginal voices it offers a set of explanations for the changing proportions of work, both paid and unpaid, and state welfare payments. The micro-history reveals that the Songhees people engaged in two distinct but connected economies and were already familiar with forms of labour subordination prior to the European introduction of a capitalist economy. The Songhees participation in paid labour for Europeans was facilitated by these existing forms of labour organization and depended on the co-existence of their other economies; the Songhees used earnings from capitalist paid labour to expand their non-capitalist economies. After 1885, new state policies repressed the non-capitalist aboriginal economics and therefore diminished the underlying motivation for aboriginal participation in capitalist work. At the same time, an influx of labour-market competition and a variety of racialized laws and practices restricted the Songhees' ability to get work. Increasingly they were left with seasonal, low-skill and low-wage labour, a niche that maintained them so long as it was combined with a subsistence economy and involved the full participation of adult and adolescent family members. In the late 1940s and 1950s this pattern too was remade. Legal restrictions dramatically limited the subsistence economies; technological change curtailed the demand for seasonal labour in the canning, fishing and agricultural sectors, particularly affecting aboriginal women workers; and, compulsory schooling regulations began to reduce labour available to the family economy. At the same historic moment when the combined wage and subsistence economies ceased to be able to support them, the state extended some existing social welfare programs, such as Old Age Pension, to Indians, and expanded other programs, including Family Allowance, to all Canadians. In examining the patterns of aboriginal-non-aboriginal exchange relations over the long-term, this dissertation argues that high rates of unemployment and welfare-dependency among contemporary aboriginal communities are relatively recent historical phenomena, with observable roots and causes.
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au, c. sarra@qut edu, e Chris Sarra. "Strong and smart: Reinforcing aboriginal perceptions of being aboriginal at Cherbourg state school". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100208.145610.
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21
O'Brien, James A. "Aboriginal self-government and the Canadian Constitution, creating jurisdictional space for Aboriginal governments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24984.pdf.
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22
Simpkins, Maureen Ann. "After Delgamuukw, aboriginal oral tradition as evidence in aboriginal rights and title litigation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ49813.pdf.
Testo completo
23
Goodwill, Alanaise O. "In and out of Aboriginal gang life : perspectives of Aboriginal ex-gang members". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11076.
Testo completoAbstract (sommario):
This research project generated a categorical scheme to describe the facilitation of gang entry and exit for Aboriginal ex-gang members using the Critical Incident Technique (Flanagan, 1954; Woolsey, 1986) as a method of qualitative data analysis. Former gang members responded to the questions: (a) What facilitated gang entry for you? (b) What facilitated gang exit for you? Participants provided 103 and 136 critical incidents which were categorized into two separate category schemes each containing 13 different categories. The 13 categories for gang entry were; engaging in physical violence, proving one’s worth, hanging around delinquent activity, family involved in gangs and following a family pattern; going to prison, gang becoming family and support system, looking up to gang members and admiring gang lifestyle, becoming dependant on gang, experiencing unsafe or unsupportive parenting practices, gaining respect by rank increase, reacting to authority, caught in a cycle of fear, and partying. The 13 categories for gang exit were; working in the legal workforce, accepting support from family or girlfriend, helping others stay out of or move away from gang life, not wanting to go back to jail, accepting responsibility for family, accepting guidance and protection, participating in ceremony, avoiding alcohol, publically expressing that you are out of the gang, wanting legitimate relationships outside gang life, experiencing a native brotherhood, stopping self from reacting like a gangster, and acknowledging the drawbacks of gang violence. Diverse methods of checking trustworthiness and credibility were applied to these category schemes, and it was found that both category schemes can be used confidently.
24
Chapeskie, Andrew John Carleton University Dissertation International Affairs. "This land is whose land? Aboriginal territories, Aboriginal development and the Canadian state". Ottawa, 1986.
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25
Glase, Kathryn. "Breast feeding in Australia: A comparative study of Aboriginal and non Aboriginal women". Thesis, Indigenous Heath Studies, 1997. http://hdl.handle.net/2123/5696.
Testo completoAbstract (sommario):
The superiority of breast feeding over bottle feeding is universally acknowledged, and its crucial contribution to infant health is accepted by health authorities. Australia in recognition of the importance of breast feeding to infant health, aims to increase the prevalence of breast feeding. Breast feeding provides benefits for all children, however the health advantage that is gained by breast feeding in comparison to artificial feeding is more apparent among disadvantaged groups. Aboriginal Australians are identified as one such disadvantaged group. This study compares the available literature regarding the prevalence of breast feeding in Aboriginal and non Aboriginal women. It is apparent that breast feeding prevalence differs, between population groups within Australia. Aboriginal children are less likely to have been breast fed than non Aboriginal children. The comparison, indicates that there are deficiencies in the research regarding breast feeding prevalence in both population groups. Many factors affect a woman's decision to breast feed, and the duration of her breast feeding. These factors include, socioeconomic status, age, marital status, educational attainment, occupation and smoking status. These factors are clearly associated with breast feeding in non Aboriginal women. For Aboriginal women, the factors influencing breast feeding are more complex. It is recommended therefore, that it is essential for future research to examine the attitudinal and socialdeterminants of infant feeding practices in Aboriginal women. This is necessary, if educational or interventional strategies are to be effective for this population.
26
Sarra, Chris. "Strong and smart: reinforcing aboriginal perceptions of being aboriginal at Cherbourg state school". Thesis, Sarra, Chris (2005) Strong and smart: reinforcing aboriginal perceptions of being aboriginal at Cherbourg state school. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/1687/.
Testo completo
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Sarra, Chris. "Strong and smart : reinforcing Aboriginal perceptions of being Aboriginal at Cherbourg State School /". Sarra, Chris (2005) Strong and smart: reinforcing aboriginal perceptions of being aboriginal at Cherbourg state school. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/1687/.
Testo completo
28
Yamanouchi, Yuriko. "Searching for Aboriginal community in south western Sydney". Connect to full text, 2007. http://hdl.handle.net/2123/5485.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Sydney, 2008.Title from title screen (viewed November 2, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Anthropology, Faculty of Arts. Degree awarded 2008; thesis submitted 2007. Includes bibliographical references. Also available in print form.
29
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.
Testo completoAbstract (sommario):
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.
30
Heaman, Maureen Isabella. "Risk factors for spontaneous preterm birth among aboriginal and non-aboriginal women in Manitoba". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62639.pdf.
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Tikoft, C. "Transition to Secondary School for Aboriginal and Non-Aboriginal Students in High-Ability Settings". Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/38adc20f5166c28fe44496aa8b38e02f4def66e9ca22bc1ea2702da77a46a9c4/4249230/Tikoft_2020_Transition_to_Secondary_School_for_Aboriginal.pdf.
Testo completoAbstract (sommario):
High-ability Aboriginal students are not achieving educational outcomes commensurate to their non-Indigenous peers. High-ability Aboriginal students are also underrepresented in selective academic environments. Transition from primary school to Year 7 in high school is known as a vulnerable period at an age that is a particularly sensitive phase for self-concept development. In addition, when transitioning from primary to high school selective education settings, many high-ability Aboriginal students find that class-average achievement is higher and that they are no longer one of the top students in their class. Researchers have suggested that early streaming of high school classes based upon ability can contribute to negative stereotyping, internalising labels of “ability”, diminishing confidence and motivation in school, and accelerating the formation of deficit beliefs of intelligence as a fixed ability. Other studies have found that experiencing education in a selective setting impacts positively upon high-ability students’ educational striving and achievement. However, there is a paucity of research that has examined high-ability Aboriginal students’ experiences of transition.
It is well established from a variety of educational psychology theories that social and emotional factors are influential in the transition to secondary school. These theories include big-fish-little-pond effect (BFLPE) theory (self-perceptions), growth mindset theory (self-beliefs), expectancy–value theory (self-goals), and ethnic congruence theory (sense of belonging). The quadripolar model is also a useful theoretical framework in that it integrates consideration of two self-protective strategies (success orientation and failure avoidance) on a matrix.
The purpose of this study was to investigate how Aboriginal adolescents experience ability grouping, such as gifted and talented classes, in the transition to secondary school. The study aimed to identify the psychosocial determinants of high-ability Aboriginal and non-Aboriginal primary and secondary students’ educational outcomes and wellbeing in different geographical settings (rural and urban) based on the perceptions of multiple stakeholders from rural (n = 1) and urban locations (n = 2) who participated in a 1-hour interview: high-ability Year 7 Aboriginal (n = 5) and non-Aboriginal students (n = 6), Aboriginal and non-Aboriginal parents/carers (n = 5), teachers (n = 12), Aboriginal education officers (n = 7), and school principals (n = 8). Multiple stakeholders participated in a series of interviews prior to transition to secondary school, after initial transition, and at the end of the first year of secondary school. Interview data were transcribed verbatim, key themes were identified using intercoder reliability, and word-frequency tabulation was employed to identify change in reasoning over time, with the results triangulated across multiple stakeholders.
Students’ self-perceptions and confidence were significantly associated with their school stratification position, academic self-concept, sense of belonging, and their personal perceptions of the relevance of school. In addition, it was found that effort investment was associated in distinct ways with the ability levels of classmates. The findings suggest that many high-ability Aboriginal students can experience difficulty transitioning to secondary school when placed in classes where the average-ability levels are higher than theirs, forcing upward comparisons that impact adversely on their academic self-concept. Cooperative learning environments were found to enable Aboriginal students to negotiate difficulties and succeed in challenging learning environments. It was also found that a second transition from a selective context to a mixed-ability context could positively affect self-concept and motivation. The study supports and enhances the quadripolar model by identifying the classroom compositional effects that foster strategies that students use to avoid failure and approach success. Examination of the data revealed that high-achieving students strategically manage the representation of their identities in school. These findings support and extend the BFLPE theory and its application to Aboriginal students.
It was found that in NSW schools, the achievement levels of Year 7 “gifted and talented” classes are hetrogeneous and disparate, and the classroom climate is often competitive with adverse impacts on self-concept. Conversely, cooperative learning environments increased academic self-concept resulting in growth in achievement, enjoyment, and participation. On this basis, it is recommended that gifted and talented classes reduce comparisons and competition and foster peer social support for Aboriginal students. In transition, strategies need to be employed that account for students’ academic self-concept to avoid competition and maladaptive social comparisons.
32
Bolt, Reuben. "Urban Aboriginal identity construction in Australia: an Aboriginal perspective utilising multi-method qualitative analysis". Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/6626.
Testo completoAbstract (sommario):
ABSTRACT Background: Since British arrival, Aboriginal people have experienced marginalisation and extreme disadvantage within Australian society. Urban-based Aboriginal people, even more than those living in remote communities, have been subject to the impact of racism and discrimination on self-identity. Nonetheless, many urban-based Aboriginal people proudly identify with their Aboriginality. Having long been the subject of others’ research, it is only in recent times that the question of identity has attracted attention in Aboriginal research. Furthermore, few studies have addressed urban Aboriginality from an insider’s perspective. Aim and significance: The main aim of this research was to understand better the process of the construction of Aboriginal identity. Knowing how Aboriginal people see themselves and their future as Aboriginal within the broader Australian community is significant in providing a foundation for both the protection and the preservation of urban-based Aboriginal identity, while helping to create positive practical benefits and minimising the damage to Aboriginal culture that result from collective memory loss. A secondary aim was to test whether tools of narrative analysis could be used within an Indigenous Australian context, utilising Aboriginal Australian English language, and in the context of a specific urban setting. Method: The study used purposeful sampling to recruit 11 individuals from three age cohorts of mixed-descent Aboriginal people living in urban communities on the south coast of New South Wales, Australia. Data were collected through in-depth semi-structured interviews which were tape-recorded and then transcribed in full. Both thematic and narrative methods were employed to analyse the data. Interpretations benefitted from an insider perspective, as the researcher is a member of the community under study. Results: Findings from both methods of analysis show that participants experience their Aboriginality as problematic. Nonetheless, they make strong claims to Aboriginal identity. In making such claims, they link the personal to the social in a variety of ways, drawing on both negative and positive aspects of being part of a marginalised culture to explain the construction of the problem of Aboriginal identity and, as importantly, its on-going resolution through processes of identity construction and re-construction. The Shoalhaven Aboriginal worldview is revealed thorough a thematic analysis of 11 interviews and shows that participants are able to construct positive versions of self when they perceive themselves as living in accordance with the prescribed worldview. Results from case study analyses reveal how four participants distinctly craft the Shoalhaven worldview. The adoption of multi-method qualitative analysis documents the construction of both collective and personal Aboriginal identities and shows how these become core elements of the various strategies for solving the broader problems of Aboriginal identity in contemporary urban Australian society. Conclusion: Understanding the construction of Aboriginal identity from a micro-sociological perspective, with the added benefit of an insider’s analysis, can point the way to the development of more meaningful and appropriate strategies to both address and alleviate the broader problems of Aboriginal marginalisation in Australia. The findings from this research have documented the narrative construction of urban Aboriginal identity revealing the positive and negative aspects of the urban Aboriginal identity concept. A starting point to address the broader problem of Aboriginal marginalisation in Australia is to focus on the positive elements of the urban Aboriginal identity concept, with a view to devise, develop and implement culturally appropriate strategies and policies. The researcher’s life experience, informed by the ontology (collective values and perspectives) of the community, influenced and informed the analysis and results of the study. This shared ontology and community acceptance was integral in the process of developing and maintaining rapport and trust with participants which ultimately shaped the interaction process influencing personal accounts told in the interview.
33
Thistleton-Martin, Judith. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998". Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/799.
Testo completoAbstract (sommario):
This thesis is a seminal in-depth study of how non-indigenous writers and illustrators construct Aboriginal childhood in children's fiction from 1841-1998 and focuses not only on what these say about Aboriginal childhood but also what they neglect to say, what they gloss over and what they elide. This study probes not only the construction of aboriginal childhood in children's fiction, but explores the slippage between the lived and imagined experiences which inform the textual and illustrative images of non-Aboriginal writers. This study further contends that neo-colonial variations on the themes informing these images remain part of Australian children's fiction. Aboriginal childhood has played a limited but telling role in Australian children's literature. The very lack of attention to Aboriginal children in Australian children's fiction - white silence - is resonant with denial and self-justification. Although it concentrates on constructions of aboriginal childhood in white Australian children's fiction, this study highlights the role that racial imagery can play in any society, past or present by securing the unwitting allegiance of the young to values and institutions threatened by the forces of change. By examining the image of the Other through four broad thematic bands or myths - the Aboriginal child as the primitive; the identification of the marginalised and as the assimilated and noting the essential similarities that circulate among the chosen texts, this study attempts to reveal how pervasive and controlling the logic of racial and national superiority continues to be. By exploring the dissemination of images of Aboriginal childhood in this way, this study argues that long-lived distortions and misconceptions will become clearer
34
Geddes, Robert John William. "The unsettled colony : contruction of aboriginality in late colonial South Australian popular historical fiction and memoir /". Title page, contents and conclusions only, 2000. http://web4.library.adelaide.edu.au/theses/09AR/09arg295.pdf.
Testo completo
35
Smith, Antony Jonathan. "Development and Aboriginal enterprise in the Kimberley region of Western Australia /". View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031024.091849/index.html.
Testo completoAbstract (sommario):
Thesis (Ph.D.) (Economics and Finance)-- University of Western Sydney, 2002.A thesis submitted for the award of Ph.D. (Economics and Finance), September 2002, University of Western Sydney. Bibliography : leaves 325-342.
36
Brock, Peggy. "Aboriginal agency, institutionalisation and survival /". Title page, contents and summary only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phb8642.pdf.
Testo completo
37
Hickey, Michelle Charmaine. "Aboriginal voting rights in Australia /". Title page, table of contents and introduction only, 2004. http://web4.library.adelaide.edu.au/theses/09AR/09arh6282.pdf.
Testo completo
38
Du, Hamel Paula. ""Aboriginal Youth: Risk and resilience"". School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/412.
Testo completoAbstract (sommario):
In 1996, the Royal Commission On Aboriginal Peoples (RCAP)
discussed the need for role models, mentorship, community programs and family support of
Aboriginal youth. Many Aboriginal communities, both urban and rural, identified
psycho-social factors (among the physical) within their adult populations that produced ability
issues to cope within the family environment. In this paper I propose future exploration and
research which is designed to be suppor5tive of the notion of Aboriginal youth resilience. By
investigating various psycho social, economic, educational and environmental factors and the
impact they have on the socialization experiences of Aboriginal youth, I believe that a
strategy for resiliency could be implemented in both urban and rural Aboriginal youth
communities. My emphasis is the socialization experiences of Aboriginal youth and examining the
factors that contribute to risk and resiliency. To date, I have not found any research
recorded on Aboriginal youth risk and resilience in Canada that encompasses the examination of
the factors I've identified above as a whole, nor have the impact they have on youth risk been
examined. I believe that it is time we consider more than individual areas of
Aboriginal youth risk and embrace this circle in its entirety. Specifically, this paper
asks and attempts to answer the following: During the socialization process of
Aboriginal youth, where are the risk areas, how can they be addressed and how do they contribute to
success or personal resiliency in the transition to adulthood?"
39
Hughes, Ian. "Self-determination aborigines and the state in Australia /". Connect to full text, 1997. http://hdl.handle.net/2123/931.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Sydney, 1998.Title from title screen (viewed 17 Apr. 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Community Health, University of Sydney. Includes bibliographical references. Also available in print form.
40
Hunter, Ann Patricia. "A different kind of 'subject' : Aboriginal legal status and colonial law in Western Australia, 1829-1861 /". Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125700.
Testo completo
41
Sevo, Goran. "A multidimensional assessment of health and functional status in older Aboriginal Australians from Katherine and Lajamanu, Northern Territory /". View thesis entry in Australian Digital Theses Program, 2003. http://thesis.anu.edu.au/public/adt-ANU20051021.144853/index.html.
Testo completo
42
Kelly, Raymond. "Dreaming the Keepara: New South Wales indigenous cultural perspectives, 1808-2007". Thesis, 2015. http://hdl.handle.net/1959.13/1309534.
Testo completoAbstract (sommario):
Research Doctorate - Doctor of Philosophy (PhD)This interdisciplinary study investigates the Aboriginal intellectual heritage of the Mid North Coast of New South Wales, through a combination of family history, oral tradition, and audio-recorded songs, stories, interviews, discussions, and linguistic material. This research has uncovered an unsuspected wealth of cultural knowledge, cultural memory, and language heritage that has been kept alive and passed down within Aboriginal families and communities, despite the disruptions and dislocations endured over the past seven generations. This study's findings are presented in three interrelated forms: a dance performance that incorporates traditional and contemporary songs, stories, and lived experiences of an Aboriginal extended family; an oral presentation within the framework of Aboriginal oral transmission of knowledge and this written exegesis, which is itself an experiment in finding pathways for the expression and progression of Aboriginal knowledge within the context of academic discourse. The theoretical framework of this work is grounded in my personal experience of Aboriginal traditions of knowledge production and transmission, maintained through everyday cultural activities, family memories of traditional education, and our traditional and present-day language forms and communicative practices. The performance, oral and written components connect this intellectual and cultural heritage with historical and photographic documentation, linguistic analyses, and audio recordings from my grandfathers' and great-grandfathers' generations. The written component establishes the background to the study, and reviews relevant literature with a prioritisation of Aboriginal voices and sources of knowledge, both oral and written. It explores aspects of my family history from the early 1800s to the present, including my childhood and early educational experiences and leads on to a detailed look at the work of my late father, Raymond Shoonkley Kelly in documenting and maintaining out intellectual and cultural heritage through the NSW Survey of Aboriginal Sites. The final part of this study focuses on language, which is central to all of the preceding investigation. This work demonstrates how operating from an Aboriginal knowledge base allows us to see beyond surface differences in spelling and pronunciation, to reach a deeper understanding of the cultural meanings and ways of speaking that have allowed us to preserve and maintain out cultural integrity. This knowledge base also enables the linguistic unpacking of previously unanalysable song material from the audio recordings. Indigenous people in New South Wales are continuing to engage in a cultural and political struggle to maintain and protect our identity in the face of an ever-present threat of assimilation by the mainstream Australian society. The success of our struggle will depend significantly on our ability to keep our language and our intellectual heritage alive.
43
Snowball, Andrew. "Aboriginal education for non-Aboriginal students". 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958111&T=F.
Testo completo
44
Chang, Jui-Chin, e 張瑞槿. "When Aboriginal Adolescents Encounter College Volunteer Groups for Aborigines". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41807443023670453655.
Testo completoAbstract (sommario):
碩士國立臺灣師範大學
教育心理與輔導學系
103
The purpose of this study was to investigate the experiences of aboriginal adolescents when they encounter college volunteer groups for aborigines.The goals of this study were: (1) to explore aboriginal adolescents in course and experience of college volunteer groups for aborigines; (2) to explore the relationship between aboriginal adolescents and team members; (3) to understand the view that aboriginal adolescents hold ; (4) to investigate the effects of aboriginal adolescents in the college volunteer groups of service, and to understand expectation and suggestion that aboriginal adolescents serve to college volunteer groups. Six aboriginal adolescents were invited for semi-structured deep interview in this study.Thematic Analysis was used for data analysis.The results and discussions of the research included four parts: 1.The stories of college volunteers in NCCU developed relationship with aboriginal adolescents in Hualien. 2.The analysis results of the history and experience of aboriginal adolescents were presented as follows:"the first contact "includes (1) received information, (2) motivation to participate, and (3) decision-making; the second is "the experience of participation", included:(1) the impression of active content,(2) perceptions and preferences about activities,and (3) the overall experience ;the third is "old activities again ",comprised:(1) the stage of participation, (2) participate again, (3) the participation of different types, and (4) similar activities. 3.The relation between adolescents and team members were divide into four parts:first, "familiar with gradually chatting and laughing",included: (1) the first step to know each other, (2) interactive becomes more familiar; second,"regard it as family and siblings",included:(1) close relationship; (2) strange relation relationship (3) oneself in team member's eyes,(4) near because of caring, and (5) glad to accept discipline; third,"a little close but not too close",include: (1) daily dialogue,(2) would like to share,but still protect oneself;fourth,"say goodbye and meet again",included:(1) miss members, (2) contact after separation, (3) cherish meeting chance,and (4) the relationship moved during time. 4.The suggestions that aboriginal adolescents serve to college volunteer groups were divided into six parts:first,"participated in the influence of the activity", divided into:(1)new memory and support, (2)learn new things , (3)one's own growth and changing , (4)yearn for becoming person,and (5)the personal career plan；second , service in child's eyes",divided into:(1)hold various activity,(2)meaningful thing；third,"the team members in the eyes of children", were divided into:(1)kind character,(2)appearance for interactive,and (3)see the working hard of team members; fourth, "the idea not explained"; fifth,"cultural exchanges", divided into:(1) Treat equally without discrimination, (2)exchange and interdynamic, (3)glad to teach team language; sixth, "suggestions and message", divided into:(1) stay a little longer, (2)content and team members' attitude, and (3)want to say to members. Based on the results of the study, discussions and suggestions are proposed in the end.
45
Chen, Cheng, e 陳震. "The Relationship between Aboriginal Reportage and Aboriginal Movement". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/68197979093484635716.
Testo completoAbstract (sommario):
碩士國立東華大學
民族發展研究所
92
The goal of this research is to find out the relationship between aboriginal reportage and aboriginal movement. This research starts from the public relation; This paper explain its importance of the dominant role in every campaign transaction. Then discussing how aboriginal movement establishes the concept of “Public Movement” and involves in various public actions in reportage campaign. The paper discusses the positive influence of aboriginal reportage campaign on aboriginal movement’s public relationship. Next, this research draw on the analysis concept in “the news resource access right to media”, written by Jei-Cheng Cheng（1991）for the research of several controversial aboriginal ‘s work. From the result of the analysis, This paper could concludes that an author of aboriginal reportage often uses a voice of an advocator or an activist. Therefore, in comparison of aboriginal movement’s crucial issues and aboriginal literary works, later serves a social function that draws people’s attentions by throwing an enlightening issue and inspiring the public to think from an alternative point of view. In addition, this research makes use of some significant index concepts in Post-Colonialism to analyze the inner post-colonial conception regarding migration in the previous and latter work of aboriginal reportage; further more to explore the internal meaning of aboriginal movement. The last part of this research uses the approach of context analysis to analyze aboriginal reportage; and using the result to approve the perception drawn by the Institution of Ethnic Development’s. By using the quantification analysis, we could sketch a conspectus of aboriginal reportage.
46
Wu, Chi-Wei, e 吳志偉. "The aboriginal". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/rcypnj.
Testo completoAbstract (sommario):
碩士國立臺東大學
進修部暑期學校行政碩士班
100
The study is based on the Ami aboriginal language teaching in the school activities of students as the research object. Development of aboriginal language teaching course design,and to explore the urban aboriginal children to learn to adapt the situation of aboriginal language. According to research purposes and problems,using literature review and preliminary action research approach to explore, design and implementation of curriculum for teaching those interviews, of action research-based approach. Supplemented by questionnaires and minutes of meetings.Gather more complete and comprehensive information. Hope to develop appropriate aboriginal language curriculum,improve urban the aboriginal children and learning to adapt to cultural identity issues. The conclusion of the research are as follows: 1. Aboriginal children to learn to adapt to the situation of course well . 2. Aboriginal language courses can improve Aboriginal students` interest in learning . 3. Aboriginal language courses can improve the overall aboriginal students learning. Finally, according to the detection and the conclusion of the research, some suggestions to the educational administrative institution and the research in the future.
47
Bernacki, Jonk Luella. "Aboriginal and non-Aboriginal mothers’ views on language acquisition". 2009. http://hdl.handle.net/1993/3175.
Testo completoAbstract (sommario):
Language development is central to how children learn and participate within their environment and specific cultural milieu. There is little information available on the process of language acquisition for Aboriginal children. The purpose of this study was to investigate caregiver-child interactions regarding language development from the perspectives of Aboriginal mothers. Thirty Aboriginal mothers from the remote northern community of Lac Brochet, Manitoba, and 30 non-Aboriginal mothers from an urban area of Winnipeg were administered a 36-item survey. Discriminant statistical analysis was carried out on the data. Results indicated there were few items within the survey that assisted in the identification of cultural groups. The differences in beliefs that were noted included Aboriginal mothers’ placing a higher value on grandparents’ roles in child rearing, the influence of spirituality, positive views on “baby talk”, and the use of instructions when teaching their children. Differences were also noted in the frequency with which the two groups used language facilitation techniques, with the Aboriginal mothers reporting more frequent use overall.
. The results of the surveys suggested that one group of Aboriginal mothers in a northern Manitoba Dene community may have many of the same perspectives on language facilitation as urban non-Aboriginal mothers. Thus educators and speech-language pathologists may find they can recommend some of the same Western-based practices for language facilitation with some Aboriginal caregivers. However, each community and individual family is different, therefore and thus , it remains crucial for practitioners to determine the appropriateness of the Western-based assumptions for each community and individual family.. The findings also indicated that Aboriginal mothers valued native language preservation. Clinicians providing services within Aboriginal communities must be aware of each family’s use of native languages and the presence of dual language acquisition and exposure. Dual language acquisition beganin the caregivers’ homes and should be supported throughout the school years, so that a collaborative network of language facilitation can occur.
48
Davidson, Bonita Marie. "Comparability of test scores for non-aboriginal and aboriginal students". Thesis, 2004. http://hdl.handle.net/2429/16873.
Testo completoAbstract (sommario):
The purpose of this study was to examine the comparability of the B C Ministry of Education's Grades 4 and 7 Reading and Numeracy Foundation Skills Assessment (FSA) scores for aboriginal and non-aboriginal students. It was found that the compositions of the constructs being measured had many similarities across the aboriginal and nonaboriginal populations and were congruent for the reading assessments but not for the numeracy assessments. The reliability estimates of the scores for each population were high and very similar. The Grade 7 Numeracy assessment provided more measurement accuracy for the aboriginal group than the non-aboriginal group, while the Grade 4 Numeracy assessment and the Grades 4 and 7 Reading assessments provided less measurement accuracy for the aboriginal group than the non-aboriginal group. For all assessments, items were ordered similarly in terms of their difficulty level and their degree of discrimination, and were ordered moderately similar in their inherent possibility of being answered correctly based on chance. For all assessments there was a low level of differential item functioning. Overall, the results indicated that for this study, there was a high degree of comparability across the aboriginal and non-aboriginal populations for the Reading FSA scores because all four analyses for both grades showed them to be highly comparable. There was a moderately high degree of comparability across the two populations for the Grade 4 Numeracy FSA scores because three out of the four analyses showed them to be highly comparable. There was a moderate degree of comparability across the two populations for the Grade 7 Numeracy FSA scores because two out of the four analyses showed them to be highly comparable.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
49
Senese, Laura. "Exploring Gendered Relationships Between Aboriginal Urbanization, Aboriginal Rights and Health". Thesis, 2011. http://hdl.handle.net/1807/31436.
Testo completoAbstract (sommario):
Aboriginal urbanization has increased dramatically in Canada over the last half century. Aboriginal rights may be an important factor in shaping Aboriginal peoples’ experiences of urbanization, as they are largely restricted to those living on reserves. Through their impacts on social determinants of health, these differences in spatial access to Aboriginal rights may have implications for the health of Aboriginal peoples living in urban areas. Using mixed quantitative (statistical analysis of the Aboriginal Peoples Survey) and qualitative (in-depth interviews with Aboriginal women and men in Toronto) methods, this thesis explores relationships between Aboriginal urbanization and Aboriginal rights, focusing on how they may differentially impact the health of Aboriginal women and men living in urban areas. Findings suggest that the perceived lack of respect for Aboriginal rights in urban areas is negatively related to health, and that Aboriginal women and men may experience these impacts differently.
50
Robinson, Scott. "Aboriginal Embassy, 1972". Master's thesis, 1993. http://hdl.handle.net/1885/110278.
Testo completoAbstract (sommario):
The Aboriginal Embassy of 1972 is discussed in
the thesis as a climax to changes in Aboriginal political
consciousness and government policy over the decade which
preceded its nine months of protest activity. The adoption of
creative, non-violent methods of protest by the Embassy is
detailed in contrast with other options considered during the
period.
Although the question of the appropriate means
of protest, and the efficacy of protest action in a democracy are
the essential questions addressed by the thesis, an analysis of the
ideology of land rights is a secondary area of investigation. The
demand for land rights is viewed here as a relatively non-specific,
yet powerful, set of ideas which assumed an antithetical position
to the government's policy of assimilation.
Despite failure to achieve many of its aims, the
Embassy is viewed as successful in having placed the land rights
issue on the agenda of the major Australian political parties. The
Embassy, it is concluded, is an example of the successful use of
symbolic protest, and the relative accomplishment of an
indigenous minority in attracting the attention of, and demanding
redress from, the dominant culture.