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Artykuły w czasopismach na temat "Aboriginal Australians – Education – Western Australia"
1
Barnes, A. L. "Learning Preferences of Some Aboriginal and Torres Strait Islander Students in the Veterinary Program". Australian Journal of Indigenous Education 28, nr 1 (grudzień 2000): 8–16. http://dx.doi.org/10.1017/s1326011100001241.
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In 1989, a Professional Education Program for Aboriginal and Torres Strait Islander people (PEPA) was established at Murdoch University in Western Australia, to encourage the participation, retention and success of Indigenous Australians in studying for and qualifying as Veterinarians.
2
Nakata, Martin, i Elizabeth Mackinlay. "Editorial". Australian Journal of Indigenous Education 44, nr 2 (7.10.2015): iii. http://dx.doi.org/10.1017/jie.2015.28.
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This special issue of The Australian Journal of Indigenous Education presents a second volume of papers which specifically address the issue of remote education for Indigenous Australians. ‘Red Dirt Revisited’, edited by John Guenther, presents findings from his team working on the Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP). Focusing on a number of remote Aboriginal and Torres Strait Islander educational sites in the Northern Territory, Western Australia and South Australia, the RES project is now in its final stages and the main intention behind this special issue is to share significant findings from this important research. Much of the work presented here is by postgraduate students and AJIE is very pleased to be able to provide a voice and forum to support and ‘grow’ early career researchers in our field.
3
Folds, Ralph. "Aboriginal crime at the cultural interface in Central Australia". Crime, Media, Culture: An International Journal 15, nr 1 (6.12.2017): 107–24. http://dx.doi.org/10.1177/1741659017743785.
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Very high levels of Australian Aboriginal offending, incarceration and recidivism have been analysed almost exclusively in terms of the classic association between crime rates and low socioeconomic status, poor education, unemployment and alcohol and substance abuse. This article draws on participatory research with Central Australian Aboriginal prisoners and former prisoners and their families to provide understandings of the difficulties both societies experience at the justice interface. It is argued that conflicting cultural precepts underpinning Australian Aboriginal and Western ideas of justice are significant in explaining the high rates of offending in Central Australia.
4
Scrine, Clair, Brad Farrant, Carol Michie, Carrington Shepherd i Michael Wright. "Raising strong, solid Koolunga: values and beliefs about early child development among Perth’s Aboriginal community". Children Australia 45, nr 1 (marzec 2020): 40–47. http://dx.doi.org/10.1017/cha.2020.7.
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AbstractThere is a paucity of published information about conceptions of Aboriginal child rearing and development among urban dwelling Nyoongar/Aboriginal people in Australia. We detail the unique findings from an Aboriginal early child development research project with a specific focus on the Nyoongar/Aboriginal community of Perth, Western Australia. This research significantly expands the understanding of a shared system of beliefs and values among Nyoongar people that differ in important ways from those of the broader Australian (Western) society. Consistent with the findings of research with other Aboriginal groups in Australia, and internationally, our work challenges assumptions underpinning a range of early childhood development policies and highlights the implications of cultural biases and misunderstandings among non-Aboriginal professionals in child and family services, education and other settings.
5
Durey, A., D. McAullay, B. Gibson i L. M. Slack-Smith. "Oral Health in Young Australian Aboriginal Children". JDR Clinical & Translational Research 2, nr 1 (27.09.2016): 38–47. http://dx.doi.org/10.1177/2380084416667244.
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Despite dedicated government funding, Aboriginal Australians, including children, experience more dental disease than other Australians, despite it being seen as mostly preventable. The ongoing legacy of colonization and discrimination against Aboriginal Australians persists, even in health services. Current neoliberal discourse often holds individuals responsible for the state of their health, rather than the structural factors beyond individual control. While presenting a balanced view of Aboriginal health is important and attests to Indigenous peoples’ resilience when faced with persistent adversity, calling to account those structural factors affecting the ability of Aboriginal people to make favorable oral health choices is also important. A decolonizing approach informed by Indigenous methodologies and whiteness studies guides this article to explore the perceptions and experiences of Aboriginal parents ( N = 52) of young children, mainly mothers, in Perth, Western Australia, as they relate to the oral health. Two researchers, 1 Aboriginal and 1 non-Aboriginal, conducted 9 focus group discussions with 51 Aboriginal participants, as well as 1 interview with the remaining individual, and independently analyzed responses to identify themes underpinning barriers and enablers to oral health. These were compared, discussed, and revised under key themes and interpreted for meanings attributed to participants’ perspectives. Findings indicated that oral health is important yet often compromised by structural factors, including policy and organizational practices that adversely preclude participants from making optimal oral health choices: limited education about prevention, prohibitive cost of services, intensive marketing of sugary products, and discrimination from health providers resulting in reluctance to attend services. Current government intentions center on Aboriginal–non-Aboriginal partnerships, access to flexible services, and health care that is free of racism and proactively seeks and welcomes Aboriginal people. The challenge is whether these good intentions are matched by policies and practices that translate into sustained improvements to oral health for Aboriginal Australians. Knowledge Transfer Statement: Slow progress in reducing persistent oral health disparities between Aboriginal and non-Aboriginal Australians calls for a new approach to this seemingly intractable problem. Findings from our qualitative research identified that structural factors—such as cost of services, little or no education on preventing oral disease, and discrimination by health providers—compromised Aboriginal people’s optimum oral health choices and access to services. The results from this study can be used to recommend changes to policies and practices that promote rather than undermine Aboriginal health and well-being and involve Aboriginal people in decisions about their health care.
6
Rashidi, Amineh, Peter Higgs i Susan Carruthers. "Factors affecting hepatitis C treatment intentions among Aboriginal people in Western Australia: a mixed-methods study". Australian Health Review 44, nr 5 (2020): 755. http://dx.doi.org/10.1071/ah19194.
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ObjectiveThe aim of this study was to identify the hepatitis C treatment intentions of Aboriginal people living with hepatitis C virus (HCV) in Western Australia. MethodsThis study used a mixed-methods design. In the cross-sectional survey, 123 Aboriginal people who inject drugs and self-report as living with hepatitis C completed a purpose-designed questionnaire. In the qualitative phase, 10 participants were interviewed about the factors influencing their future intentions to undertake hepatitis C treatment. ResultsAnalysis of the survey data revealed significant associations between an intention to undertake hepatitis C treatment and support, community attachment, stable housing and stigma. In addition, there was a high overall level of expressed intention to undertake HCV treatment, with 54% of participants responding positively. Analysis of the qualitative data supported quantitative findings, revealing concerns about stigma, lack of social support and unstable housing as factors affecting the intention to undertake hepatitis C treatment. ConclusionThis mixed methods study with Aboriginal people living with self-reported HCV indicates interventions focused on reducing stigma and unstable housing could positively affect hepatitis C treatment intentions. These findings have implications for developing holistic programs to promote and support people on hepatitis C treatment. What is known about the topic?Substantial knowledge gaps need to be resolved if HCV elimination among Aboriginal Australians is to be achieved. Current research has prioritised non-Aboriginal communities. What does this paper add?This study found that stigma and unstable housing require attention if Aboriginal Australians are to obtain the full benefits of direct acting antiviral (DAA) hepatitis C treatment. What are the implications for practitioners?Reducing stigma (in the primary healthcare setting) and providing access to stable housing are vital components of supportive, non-judgemental and culturally appropriate care for Aboriginal people. This study highlights the importance of education for nurses and other primary care providers to increase engagement in the hepatitis cascade of care. To achieve this, scaling-up of HCV treatment engagement, trained Aboriginal community healthcare workers and HCV treatment advocates must mobilise and support Aboriginal people to avoid the negative effects of stigma, build positive and enabling relationships and reinforce positive attitudes towards DAA hepatitis C treatment.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students". Australian Journal of Indigenous Education 36, nr 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Boughton, Bob, Donna Ah Chee, Jack Beetson, Deborah Durnan i Jose Chala LeBlanch. "An Aboriginal Adult Literacy Campaign Pilot Study in Australia using Yes I Can". Literacy and Numeracy Studies 21, nr 1 (24.06.2013): 5–32. http://dx.doi.org/10.5130/lns.v21i1.3328.
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In 2012, the remote Aboriginal community of Wilcannia in western NSW hosted the first Australian pilot of a Cuban mass adult literacy campaign model known as Yes I Can. The aim was to investigate the appropriateness of this model in Aboriginal Australia. Building on an intensive community development process of ‘socialisation and mobilisation’, sixteen community members with very low literacy graduated from the basic literacy course, with the majority continuing on into post-literacy activities, further training and/or employment. The pilot was initiated by the National Aboriginal Adult Literacy Campaign Steering Committee (NAALCSC) consisting of Aboriginal leaders from the education and health sectors, and managed by the University of New England (UNE), working in partnership with the Wilcannia Local Aboriginal Land Council as the local lead agency. The pilot was supported by a Cuban academic who came to Australia for this purpose, and included a Participatory Action Research (PAR) evaluation led by the UNE Project Manager. In this paper, members of the project team and the NAALCSC describe the pilot and reflect on its outcomes.
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McConvell, Patrick. "Aboriginal language programmes and language maintenance in the Kimberley". Volume 3 3 (1.01.1986): 108–22. http://dx.doi.org/10.1075/aralss.3.07mcc.
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Different types of language programmes for indigenous Australian languages should be developed to suit different language situations. Programmes are here divided into three types: Bilingual Education, Language Maintenance and Language Renewal. The Kija language of Warrmarn community, Western Australia is cited as an example of a situation requiring a Language Maintenance programme. In Language Maintenance programmes thought needs to be given to the intended function of the target language in the future. Consideration of this question tends to favour an approach which emphasizes cultural maintenance and the oral side of the programme.
10
Manifold, Andreana, David Atkinson, Julia V. Marley, Lydia Scott, Gavin Cleland, Paula Edgill i Sally Singleton. "Complex diabetes screening guidelines for high-risk adolescent Aboriginal Australians: a barrier to implementation in primary health care". Australian Journal of Primary Health 25, nr 5 (2019): 501. http://dx.doi.org/10.1071/py19030.
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The aim of this study is to ascertain whether a simplified screening algorithm incorporating glycated haemoglobin (HbA1c) tests increases type 2 diabetes (T2D) screening in 10- to 14-year-old Aboriginal Australians presenting to primary healthcare (PHC) services. The study involved a 6-month pilot of a locally developed evidence-based screening algorithm in a remote Western Australian Kimberley town. A retrospective audit of electronic health records for the pilot period (27 June–26 December 2016) and a 6-month period before the screening algorithm was introduced (1 October 2015–31 March 2016) was conducted. Interviews were held with 30 PHC staff at participating PHC services, an Aboriginal Community Controlled Health Service (ACCHS) and a hospital-based general practice service. During the pilot, significantly more patients received an initial T2D screening test at the ACCHS (28/130 (22%) v. 50/139 (36%), P = 0.011), but there was no change at the hospital (0.02% v. 0.02%, P = 0.615). Staff feedback suggested measures to improve screening; these include simple guidelines, targeted screening, patient and staff education, point-of-care HbA1c tests and a whole-of-clinic approach to implementation. Implementing a screening algorithm for young-onset diabetes in Aboriginal Australians is challenging, but practical measures can be taken to improve screening.
Rozprawy doktorskie na temat "Aboriginal Australians – Education – Western Australia"
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au, marnev@cygnus uwa edu, i Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978". Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
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This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
2
Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
3
Owen, Julie. "Development of a culturally sensitive program delivering cardiovascular health education to indigenous Australians, in South-West towns of Western Australia with lay educators as community role models". University of Western Australia. School of Population Health, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0061.
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[Truncated abstract] Indigenous Australians suffer cardiovascular disease (CVD) at a rate six times greater than the general population in Australia and while the incidence of CVD has been reduced dramatically amongst the majority of non-indigenous Australians and amongst Indigenous populations in other countries in the last 30 years, there has been little change in the figures for Aboriginal Australians, showing that heart health campaigns have little impact, for this group of people. Aims : The principal aims of this study were firstly, to determine and record the barriers to the development and delivery of CVD prevention programs amongst Indigenous Australians and secondly, to develop an alternative, effective and culturally sensitive method of delivering heart health messages. Methods and results : The study was qualitative research undertaken in three South-West towns of Western Australia where the incidence of CVD was high amongst the Aboriginal community members. The use of semi-formal interviews, informal individual consultation, observation, and focus groups were methods implemented to obtain information. The first phase of the research was to identify the barriers which affected the Aboriginal Health Workers’ ability to deliver specialist educational programs. Questionnaires and interviews with the Aboriginal Health Workers and other health professionals in the towns, and community focus groups were undertaken in this phase of the study. The second phase of the research was aimed at developing an alternative strategy for delivering heart health messages. The focus changed to adopt more traditional ways of passing on information in Indigenous communities. The idea of small gatherings of friends or family with a trusted community member presenting the health message was developed. The third phase of the research was to implement this new approach. Lay educators who had been identified within focus groups and by Aboriginal Health Workers were trained in each of the towns and a protocol involving discussions of health issues, viewing a video on CVD, produced by the National Heart Foundation, sharing in a ‘heart healthy’ lunch and partaking in a ‘heart health’ knowledge game which was developed specifically for the gatherings. Several of these gatherings were held in each of the towns and they became known as ‘HeartAware parties’.
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Duncan, Pearl, i n/a. "An analysis of post-secondary Aboriginal support systems". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.
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An overview of Aboriginal education in the last two hundred years reveals that Aborigines
have had a depressingly inadequate education, also marked by inequity of opportunity and
participation.
The developmental pattern of Aboriginal education has been characterised by four broad
periods or eras related to specific government policies. These periods are identified
successively as The Protection Era, the Segregation Era, The Assimilation Era and The
Integration Era. The Protection Era began with the early frontier settlement of Europeans in
Australia and extended until the 1860's. The Segregation Era marked the full development
of Aboriginal reserves from 1860 to 1940. The Assimilation Era extended from the 1940s
to the mid 1960s. Finally the period of Integration began in the late 1960s and gathered
momentum in the 1970s.
Throughout the periods of protection, segregation and assimilation very little effort was
expended in the provision of adequate education for Aborigines.
It was not until the late 1960s that concerted attempts were made to redress the many
decades of neglect and apathy.
Researchers uncovered glaring problems needing urgent redress. Aboriginal pupils
persistently achieved very poorly in comparison with others and left school at an earlier age.
As a consequence Aborigines left school lacking the knowledge and skills to compete with
other Australians and had much poorer prospects of employment.
In the early 1970s the National Aboriginal Education Committee and the state Aboriginal
Education Consultative Groups, combined with support and funding from DAA,
Commonwealth Education and The Schools Commission, were very influential in
establishing programmes.
In response to the growing numbers of Aborigines who were denied adequate schooling,
three general types of adult programmes were developed: a) enclave/support systems; b)
pretertiary/bridging courses and c) off campus centres.
It was these programmes operating at WACAE that DEET commissioned me to evaluate.
The existence of these programmes is the result of WACAE's prompt response to the need
for redressing Aboriginal educational imbalance. The programmes developed following the
commencement of the Aboriginal Teacher Education Programme at Mt Lawley College in
1973. The first enclave was established in 1976, external AEEC commenced in 1978 and
G.E.C. in 1980, the first off campus centre was set up in 1983, and the Tertiary Preparation
Course (internal AEEC) began operation in 1985.
Commonwealth money has provided the financial basis for the programmes, but WACAE
was the first institution in Australia to implement programmes and its achievement is
significant.
The terms of reference for this project required that the method of research should be
through data gathering by means of interviews and examination of documentary evidence
during a three week period in Perth.
The evaluator consulted DAIS staff, students and, as particularly requested in the brief,
Aboriginal community members.
Findings revealed that WACAE's enclaves, on campus and off campus, have made
progress towards educational equity for Aborigines, provide good support and are valued
by students and Aboriginal community members.
Aboriginalisation was found to be essential to maximum enclave effectiveness. Staff,
students and Aboriginal community members would like to see increased Aboriginal
representation, contract hiring of staff not being conducive to employment security or staff
continuity.
It is recommended that rationalisation of enclaves would achieve a more efficient pooling of
resources. During the last thirteen years considerable amounts of external funds have
been injected and it is recommended that WACAE take greater institutional responsibility
for enclaves, using funds from normal Commonwealth sources, as distinct from special
course funding.
The existing staffing patterns and conditions of employment should be regularised in
regard to salary, tenure, study leave, superannuation, etc. Such a measure is necessary to
ensure staff continuity, security and inclusion in the power structure of the institution.
WACAEs external pretertiary courses (AEEC and GEC) have achieved a small measure of
progress towards equity of access and participation in education for Aborigines.
The wide geographical distribution is significant in providing availability of courses.
The courses are valued by Aboriginal community members and there is a need for external
courses of this nature to continue in the future.
However, progress towards equity has been extremely slow and time taken for completion
of courses is unduly long considering the basic nature of GEC, and the fact that the courses
are designed for completion in one year.
The courses are preceived as enhancing employment performance and prospects as well
as being preparation for tertiary study.
There has been a shift in opinion regarding Aboriginal education during the 1980s towards
the view that education should not be seen in isolation but in combination with employment
and training.
It is recommended that DEET take immediate steps to implement the Aboriginal
Employment Development Policy in Western Australia, considering how best the benefits
of external AEEC and GEC can be maintained and expanded. On the other hand, the
Tertiary Preparation Course (internal AEEC) has achieved commendable results and is
assessed as being worthy of increased resources and energy.
Difficulty was encountered in efforts to determine exactly how DEET funding was used. It
seems that this type of enquiry would necessitate the services of a qualified accountant.
Enclave/support systems and pretertiary/bridging courses will be needed for some time to
come. Many Aboriginal people stated that they envisage the time when these programmes
will no longer be needed, 'when inequity of education has been addressed' and 'equality'
achieved. Until this goal is reached the programmes will remain necessary. The
achievement of the broad objectives of the AEDP, i.e. employment and income equity with
other Australians and equity of participation in all levels of education, will see Aboriginal
aspirations becoming a reality.
5
Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education /". View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030725.103057/index.html.
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Karginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9561.
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My thesis combines an analysis of the reasons behind changing attendance and participation of Aboriginal students at a West Australian metropolitan senior high school with an appraisal of the role of Aboriginal students in its school curriculum, 1993-1997. This study also incorporates an examination of teacher attitudes towards Aboriginal students and culture with an ethnographic study as well as a qualitative survey of the attitudes of Aboriginal students towards school and the curriculum process.This thesis begins with an explanation for the choice of Aboriginal students and their experience at school as my research topic. Some autobiographical details of the author and my position on staff at school, 1994-97, then follows. A general background to Aboriginal Education and metropolitan senior high school is provided, with a specific discussion of the role of Aboriginal students and the place of Aboriginal Studies in the life of the school. A concise analysis of the secondary literature is then undertaken which provides, inter alia, a knowledge base for the 'ethnographic' interviews. The various strategies introduced in an attempt to improve the attendance and participation at school of Aboriginal students are then analysed, including an assessment of the success of the Aboriginal Studies programme.The next section focuses on the attitudes and actions of Aboriginal students and their teachers, giving a detailed account and appraisal of a series of interviews.My thesis then concludes by outlining some of the major factors influencing Aboriginal attendance and participation at school, as well as examining some of the key areas where Aboriginal education may be improved. My thesis does not purport to provide definitive answers to these issues, but rather points to an embryonic strategy for improvement, based upon the necessarily limited focus provided by this research.A ++series of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.
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Frawley, J. W. "Country all round : the significance of a community's history for work and workplace education /". View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2001."A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.
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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change". Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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Kral, Inge. "The socio-historical development of literacy in Arrernte : a case study of the introduction of writing in an aboriginal language and the implications for current vernacular literacy practices /". Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00001023.
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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.
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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.
Książki na temat "Aboriginal Australians – Education – Western Australia"
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National Conference on Adult Aboriginal Learning (1988 Western Australian College of Advanced Learning). Learning my way: Papers from the National Conference on Adult Aboriginal Learning, held at Mount Lawley Campus of the Western Australian College of Advanced Education, Perth, Western Australia, September, 1988. Mt. Lawley, W.A., [Australia]: Institute of Applied Aboriginal Studies, Western Australia College of Advanced Education, 1988.
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Socialization, land, and citizenship among aboriginal Australians: Reconciling indigenous and Western forms of education. Lewiston, N.Y: Edwin Mellen Press, 2006.
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Conference, Aboriginal Studies Association. Aboriginal studies: Self-concept for a nation : collected papers of the 10th Annual ASA Conference, University of Western Sydney, Bankstown Campus, Milperra, Wednesday 12th July - Friday 14th July, 2000. [Sydney, N.S.W.?]: Aboriginal Studies Association, 2000.
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Isobel, White, red. The native tribes of Western Australia. Canberra: National Library of Australia, 1985.
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The Aborigines of Western Australia. Bendigo, Vic: K. Cole Publications, 1985.
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Wilkie, Meredith. Aboriginal justice programs in Western Australia. Nedlands, Western Australia: Crime Research Centre, University of Western Australia, 1991.
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Pearson, Noel. Radical hope: Education and equality in Australia. Collingwood, Vic: Black Inc., 2011.
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Luther, Norman Y. Demographic estimates for the Aboriginal populations of three regions of Australia: Northern Territory, South Australia, and Western Australia, 1986-91. Canberra: Australian National University, 1994.
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Peopling the Cleland Hills: Aboriginal history in western Central Australia, 1850-1980. Canberra: Aboriginal History, 2005.
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Two-way aboriginal schooling: Education and cultural survival. Canberra: Aboriginal Studies Press, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "Aboriginal Australians – Education – Western Australia"
1
Jackson-Barrett, Elizabeth, i Libby Lee-Hammond. "Education for Assimilation: A Brief History of Aboriginal Education in Western Australia". W Sámi Educational History in a Comparative International Perspective, 299–316. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24112-4_17.
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Burke, Paul. "Bold Women of the Warlpiri Diaspora Who Went Too Far". W People and Change in Indigenous Australia. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824867966.003.0002.
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This chapter attempts to move beyond traditionalist notions of the Australian Aboriginal person. It accepts that personhood is porous and likely to change as general social conditions change. It explores this idea through mini-biographies of four Warlpiri matriarchs who have moved to diaspora locations and deliberately placed themselves at some distance from the social norms operating in their remote homeland settlements. Accounts of traditional Aboriginal personhood emphasised the spiritually emplaced and socially embedded person. In contrast, the lives of the four Warlpiri matriarchs demonstrate the extension of social networks beyond kin, pursuit of their own projects and the rejection of some aspects of traditional law that constrained them. The vectors of these changes include Western education, religious conversion and escape from traditional marriage.
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Rochecouste, Judith, i Rhonda Oliver. "Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools". W Optimizing K-12 Education through Online and Blended Learning, 128–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch007.
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In this chapter, projects undertaken at two independent Aboriginal boarding schools in remote Western Australia are described. Both projects have sought to provide instructional advice for teachers and to enhance students' literacy levels through access to the internet. A dedicated website was developed for each school to respond specifically to the students' language and literacy needs. Several positive outcomes resulted from the projects. At the first school, code-switching was accepted throughout the school and even formed part of classroom instruction. At the second school, staff in general showed great interest in supporting their students' use of the online resource. Students who accessed the website were excited by the prospect of having their photos and videos uploaded and even suggested improvements to the site. Despite the above successes, the introduction of the websites at each school did not occur without problems which are described in this chapter.
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Rose, Mark. "The Black Academy". W Indigenous Studies, 389–406. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch021.
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The continent nominated by Westerners “Terra Australis Incognita” was land occupied for tens of thousands of years; home to peoples whose surviving descendants, the Aboriginal and Torres Strait Islander people, could claim to have sustained the world's oldest culture. The colonists occupying the territory, however, declared it “terra nullius,” a land with no recognized claim. The colonial attitude to Indigenous culture was similar, treating it as “Intellectual nullius.” From the colonial occupation to the 1980s became the “Dark Ages for Indigenous Knowledge,” in which the trans-generational capability, engaged in Western knowledge, was rare. In this chapter, this history is revisited on a path to current contributions of the Black Academy to higher education. These are advanced here as: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.