Artykuły w czasopismach na temat „Karalundi Aboriginal Education Centre”
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1
Kerr, B. "A Metaplan Approach to Needs Assessment". Aboriginal Child at School 16, nr 3 (lipiec 1988): 37–44. http://dx.doi.org/10.1017/s0310582200015418.
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This paper outlines an approach used by the Aboriginal Education Unit - Kalgoorlie Education Centre, W.A., to determine the educational needs of Aboriginal Communities. The team that carried out this program were: Mr Billy Kerr, Aboriginal Education Officer, Kalgoorlie D.E.C.; Mr Billy Vincent, Aboriginal Liaison Officer, Kalgoorlie D.E.C.; Mr Neil Darby, Priority Country Areas Program Field Officer, Kalgoorlie D.E.C.; Mr Ted Penny, Community/Schools Liaison Unit, Ministry of Education; Mr Lex Leslie, Principal, Yintarri School, Coonana.
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Pearce, Leilani, i Bronwyn Fredericks. "Establishing a Community-Controlled Multi-Institutional Centre for Clinical Research Excellence in Aboriginal and Torres Strait Islander Health". Australian Journal of Indigenous Education 36, S1 (2007): 121–28. http://dx.doi.org/10.1017/s1326011100004798.
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AbstractThe Queensland Aboriginal and Islander Health Council (QAIHC) lead and govern the Centre for Clinical Research Excellence (CCRE), which has a focus on circulatory and associated conditions in urban Aboriginal and Torres Strait Islander communities. The CCRE is a partnership between QAIHC and Monash University, the Queensland University of Technology, the University of Queensland, James Cook University, the National Heart Foundation, and the University of Wollongong. The establishment of the CCRE under the community-controlled model of governance is unique and presents both opportunities and challenges for innovative partnerships between universities and Aboriginal and Torres Strait Islander community organisations. This paper outlines the processes and strategies used to establish a multi-institutional research centre that is governed by the Aboriginal and Torres Strait Islander community-controlled health sector.
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Rogers, K. "The Yolngu Teacher". Aboriginal Child at School 22, nr 2 (sierpień 1994): 98–100. http://dx.doi.org/10.1017/s031058220000626x.
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Kevin Rogers is of the Wandarung tribe. He is in his third year of teacher education at the Aboriginal Teacher Education Centre at Batchelor. He is also a member of the National Aboriginal Education Committee. This talk was delivered to teachers at the National Workshop for Teachers of Aboriginal Children, Perth, 29th August - 2 September, 1977.
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Morgan, Shirley, i Barry Golding. "Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context". Australian Journal of Indigenous Education 39, S1 (2010): 8–14. http://dx.doi.org/10.1375/s1326011100001083.
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AbstractThis paper explores the dynamics and outcomes from a collaborative, cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
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Anuik, Jonathan David, i Carmen Gillies. "Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit". Canadian Journal of Higher Education 42, nr 1 (4.04.2012): 63–79. http://dx.doi.org/10.47678/cjhe.v42i1.1902.
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From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.
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Walter, Pierre. "Moving Forward, Giving Back: Transformative Aboriginal Adult Education by Jim Silver (Ed.)". Canadian Journal for the Study of Adult Education 27, nr 3 (30.06.2015): 111–13. http://dx.doi.org/10.56105/cjsae.v27i3.3621.
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Book review of:MOVING FORWARD, GIVING BACK: TRANSFORMATIVE ABORIGINAL ADULT EDUCATIONJim Silver (Ed.). Fernwood Publishing Company and the Canadian Centre for PolicyAlternatives, Winnipeg, 2013, 168 pages.
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Mcgregor, Deborah. "Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs". Australian Journal of Indigenous Education 34 (2005): 67–78. http://dx.doi.org/10.1017/s1326011100003987.
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AbstractThis paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.
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Mackinlay, Elizabeth, i Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System". Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.
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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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Potter, Catherine. "Mathematics and Aboriginality". Aboriginal Child at School 22, nr 1 (kwiecień 1994): 3–11. http://dx.doi.org/10.1017/s031058220000599x.
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Since first coming to the Northern Territory in 1982 I have spent much time in Aboriginal Education in many different roles. Remote school Principal. Batchelor College lecturer and Centre of Aboriginal and Islander Studies Maths lecturer to name a few. I would like to share with you some of my findings over this time.
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Turner, Shirley Rochelle, i Shannon Carolyn Leddy. "Two Voices on Aboriginal Pedagogy: Sharpening the Focus". Journal of the Canadian Association for Curriculum Studies 14, nr 2 (30.12.2016): 53–65. http://dx.doi.org/10.25071/1916-4467.40236.
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This paper is the story of the authors’ paths to the shared realization that the strategies and epistemological underpinnings of Aboriginal education need to move out of the margins and into the centre of education in Canada, not only for Aboriginal students, but for all students. Between August, 2010 and April of 2012, the authors were seconded for two years from their Vancouver classrooms to work as Faculty Associates in the teacher preparation program at Simon Fraser University. There we came face to face with the British Columbia Teacher Regulation Branch’s mandate that Aboriginal education courses must be taught to pre-service teachers. Part of our job was to cultivate strategies using Aboriginal pedagogy to inform pre-service teachers’ developing practice and ways of communicating with their students. Here we describe how, after returning to our school district, we changed our teaching practices through actualizing Aboriginal pedagogy.
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Allard, Andrea, i Von Sanderson. "Whose School? Which Community?" Australian and International Journal of Rural Education 13, nr 1 (1.03.2003): 42–62. http://dx.doi.org/10.47381/aijre.v13i1.490.
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In this paper, we take up the theme, 'The School as a Centre in the Community' in light ofa research project that we conducted in a remote community in South Australia in 2001. In this project, 'Engaging Students In Education Through Community Empowerment', we set out to explore with Aboriginal parents, Aboriginal students, teachers and representatives of the various agencies operating in the area how groups within the community understood the issues of early exiting Aboriginal students.
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Andersen, Clair, Ann Edwards i Brigette Wolfe. "Finding Space and Place: Using Narrative and Imagery to Support Successful Outcomes for Aboriginal and Torres Strait Islander People in Enabling Programs". Australian Journal of Indigenous Education 46, nr 1 (25.05.2016): 1–11. http://dx.doi.org/10.1017/jie.2016.11.
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‘Riawunna’ is an Aboriginal word meaning ‘a place of learning’ for Aboriginal people, from entry level to tertiary studies, at the University of Tasmania (UTAS) and operates on Hobart, Launceston and Burnie campuses. The Riawunna Centre was established to encourage Aboriginal people to aspire to higher levels of education, and to support them to be successful in their chosen course of study. One strategy developed to support the participation, retention and success of Aboriginal and Torres Strait Islander people is the Murina program. During the four year period between 2010 and 2013 every student at UTAS who graduated from the Murina program and chosen to enrol in undergraduate studies has been successful in completing their courses. One of the tools used to achieve this result is the strong use of narrative and images in our teaching. This whole-person approach to teaching resonates culturally with Aboriginal and Torres Strait Islander people, but is also applicable to any student of any culture, especially those who come to university tentatively and with low expectations of what they can achieve.
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le Roux, Johann, i Myra J. Dunn. "Aboriginal Student Empowerment through the Oorala Aboriginal Centre at the University of New England". Australian Journal of Indigenous Education 25, nr 2 (październik 1997): 7–13. http://dx.doi.org/10.1017/s1326011100002714.
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Our position still seems to me to be a somewhat uncertain one. There is a national ambivalence towards us. Numerically we are not very strong — just 1.6 per cent of the population; 265,000 people as counted at the 1991 Census. It could be said, however, that we get more than our share of this nation's attention. There are good and bad aspects to this. In the popular imagination, there are two basic images of Indigenous Australians: one I would term a ‘cultural’ image, that accepts us for our uniqueness, our ‘Australianness’; the other image is the ramshackle world of poverty, deprivation and hopelessness. Aboriginal and Torres Strait Islander people are the most disadvantaged group in the country. Whatever social indicator you use — health status, education, employment, contact with the law — we are at the bottom of the heap. This is such a commonplace statement of fact that it is in danger of becoming a piece of empty rhetoric.These are the views on the current position of Aboriginal disempowerment in Australian society, expressed by Lois O'Donoghue (1995: 5).
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Wheldall, Kevin, Robyn Beaman i Elizabeth Langstaff. "‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers". Australasian Journal of Special Education 34, nr 1 (1.05.2010): 1–16. http://dx.doi.org/10.1375/ajse.34.1.1.
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AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.
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Guenther, John, Samantha Disbray i Sam Osborne. "Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?" Australian Journal of Indigenous Education 44, nr 2 (3.11.2015): 194–206. http://dx.doi.org/10.1017/jie.2015.20.
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The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.
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Bedford, Patsy Ngalu, i Siobhan K. Casson. "Conflicting Knowledges: BarrierstoLanguage Continuationin theKimberley". Australian Journal of Indigenous Education 39, S1 (2010): 76–86. http://dx.doi.org/10.1375/s1326011100001162.
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AbstractThe Kimberley Language Resource Centre (KLRC) earned its status over three decades as the representative body for Kimberley languages. In 2004, the organisation started to respond to grassroots concerns about the lack of language speakers in the younger generations. Aboriginal people are also connecting loss of languages to loss of bio-cultural knowledge. In 2006, the KLRC began promoting language continuation strategies such as Teaching On Country. The organisation uses a series of diagrams to assist with this work and is developing an Aboriginal oral curriculum. Lack of support from within government and education circles for these strategies led the organisation to reflect on the difference between Aboriginal and Western knowledge systems. This paper questions Western approaches to education and argues that Aboriginal holistic knowledge must be supported within appropriate teaching and learning contexts to ensure the survival of languages and knowledge. It makes a case for evidence based, community engaged research examining language and knowledge continuation. It asks that Western education providers, who segregate language knowledge from experience and from country, examine and revise their practices. In conclusion, it calls for a realistic dialogue with government which honours the intentions of former Prime Minister Rudd's Apology to the Stolen Generations.
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Kutay, Cat, Janet Mooney, Lynette Riley i Deirdre Howard-Wagner. "Experiencing Indigenous Knowledge Online as a Community Narrative". Australian Journal of Indigenous Education 41, nr 1 (sierpień 2012): 47–59. http://dx.doi.org/10.1017/jie.2012.8.
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This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled ‘Indigenous On-Line Cultural Teaching and Sharing’. One of the team members (Kutay) was also a project team member on the ALTC-funded project ‘Exploring PBL in Indigenous Australian Studies’, which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this article, we present the ‘Indigenous On-Line Cultural Teaching and Sharing’ project as an exemplar of this teaching process. The project turns a highly successful interactive kinship workshop into an interactive online experience for all students and staff of the University of Sydney. The project is developing a sharing portal for Aboriginal people in New South Wales (NSW) to incorporate their stories and experiences of cultural, historical and educational issues within a knowledge-sharing workshop. The site will use voices of Aboriginal participants to express the knowledge of their culture in a comparative and affirmative context. An interface for uploading audio and video has been generated to combine example stories from different perspectives. The interactive kinship workshop and Aboriginal voices will then be used in an online game, embedding Aboriginal knowledge and values within different professional learning contexts, such as law, social policy, health, and education.
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Edwards-Groves, Christine, i With Colleen Murray. "Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System". Australian Journal of Indigenous Education 37, nr 1 (2008): 165–77. http://dx.doi.org/10.1017/s1326011100016203.
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AbstractIn this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured – both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by therelational architecturesdominating teaching practices. These voices form not just the backdrop but the centerpiece for discussion in this paper.
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Garde, Murray. "The Maningrida Outstation Schools Radio Program". Aboriginal Child at School 19, nr 2 (maj 1991): 27–31. http://dx.doi.org/10.1017/s0310582200007392.
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Children living on a number of remote outstations or homeland centres in Central Arnhem Land have had access to European style education for nearly twenty years now. The Northern Territory Education Department employs visiting teachers who make regular visits to some outstations to work with Aboriginal teachers and children in these small ‘remote’ communities. The visiting teachers mostly live in a central larger community and use the central hub school as their base. A number of these hub schools or C.E.C.s now have homeland centre education resource buildings which provide the base for the provision of educational services to homeland centre schools.
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Povey, Rhonda, i Michelle Trudgett. "There was movement at the station: western education at Moola Bulla, 1910-1955". History of Education Review 48, nr 1 (3.06.2019): 75–90. http://dx.doi.org/10.1108/her-10-2018-0024.
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Purpose The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency. Design/methodology/approach The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research. Findings Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives. Social implications This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future. Originality/value This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.
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Kerr, Billy. "Needs Assessment". Aboriginal Child at School 18, nr 2 (maj 1990): 11–18. http://dx.doi.org/10.1017/s132601110060073x.
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In Vol.16 No.3, p.37, we published an article by Mr Kerr entitled “A Metaplan Approach to Needs Assessment”. This was an outline of an approach used by the Aboriginal Education Unit, Kalgoorlie Education Centre, W.A. to determine the educational needs of Aboriginal Communities. One of the target groups selected for this program was a group of traditional Aboriginal people from the remote community of Coonana. Mr Kerr now writes:“As a result of the program at Coonana, we were again asked to return to help the community re-assess their needs and to formulate some ideas on how they could tackle a few of the other identified key areas. We used a similar approach to the year before, putting topic headings onto a large sheet of paper and then getting people to write down ideas on how to achieve progress in this area. The response from these people was magnificent, and again I reiterate the point of how often have we seen non-Aboriginal people go into Aboriginal communities to tell them that they know best, and make no attempt to listen to or solicit the Aboriginal viewpoint.”The following is a copy of the report on the project sent to the Coonana School.
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Muise, Gertie Mai. "Enabling cultural safety in Indigenous primary healthcare". Healthcare Management Forum 32, nr 1 (10.10.2018): 25–31. http://dx.doi.org/10.1177/0840470418794204.
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The Aboriginal Health Access Centre (AHAC) and Aboriginal Community Health Centre Model of Wholistic Health and Wellbeing is critical to addressing inequities and barriers that limit access to comprehensive primary healthcare for Indigenous people. Even with this model in place, there are multiple points of intersection with mainstream healthcare service providers across health sectors. Further, there is considerable cultural diversity among Indigenous healthcare staff and professional groups. These factors place Indigenous people at risk of culturally unsafe experiences causing harm. Given this, it is essential that leaders focus on cultural safety education to address both intercultural frictions within the Indigenous centres and systemic and structural racism widespread within the broader healthcare system. This article explores how one AHAC has undertaken to examine these complex challenges, while offering some direction on leadership within the sector.
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Giles, Glenn, Merridy Malin i Peter Harvey. "The Centre of Clinical Research Excellence in Aboriginal and Torres Strait Islander Health: An Operational Rationale and Some Reflections on Progress so far". Australian Journal of Primary Health 12, nr 2 (2006): 97. http://dx.doi.org/10.1071/py06028.
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The Centre of Clinical Research Excellence (CCRE) in Aboriginal and Torres Strait Islander Health was established in late 2003 through a major National Health and Medical Research Council (NHMRC) grant involving collaboration between the Aboriginal Health Council of South Australia (AHCSA), Flinders University, and Aboriginal Health Services. Our foundation research communities are the Aboriginal communities served by these Aboriginal Health Services in the Spencer Gulf / Eyre Peninsula region. In recent years a number of collaborative research programs involving chronic illness management, self-management and coordinated care have been implemented in these communities and this work is the basis of the initial CCRE activities. Key objectives of the CCRE are to improve the health status of Indigenous people through conducting relevant and meaningful Aboriginal controlled health research, providing formal training for Indigenous health researchers and developing innovative approaches to health care that can be readily translated and applied to support communities. The inclusion, empowerment and engagement of Indigenous people in the process of managing community health represent tangible strategies for achieving more equitable health outcomes for Aboriginal people. This paper outlines the CCRE operational rationale and presents early activities and outcomes across the three strategic areas of CCRE operations: research, education and training, and translation. Some critical reflections are offered on the progress and experience of the CCRE thus far. A common obstacle this CCRE has encountered is that the limited (especially staff) resources available to the Aboriginal Health Services with which we are collaborating make it difficult for them to engage with and progress the projects we are pursuing.
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Lauw, Marlene L., Jo Spangaro, Sigrid Herring i Lorna D. McNamara. "‘Talk, talk, cry, laugh’: learning, healing and building an Aboriginal workforce to address family violence". Australian Health Review 37, nr 1 (2013): 117. http://dx.doi.org/10.1071/ah11117.
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Sexual abuse and family violence are widespread and under-reported phenomena for which Aboriginal victims face even greater barriers to asking for and receiving assistance than do others in the community. There is a need for strategies to address abuse without disempowering and alienating Aboriginal people. A program developed by the New South Wales Health Education Centre Against Violence is addressing this issue at the same time as contributing towards a strengthened Aboriginal health workforce. The training program which is a 1-year qualification course has grown from a 52% rate of graduation in its first 6 years to 92%. Three practices in the classroom have contributed to this success. These are: (i) recognition of the emotional impact of the training and its links to participants own histories; (ii) providing space to address participants negative prior educational experiences; and (iii) further developing content on the recent sociopolitical history of Aboriginal people. These practices have strengthened this successful course, which is building a skilled workforce to provide accessible, culturally sensitive services for Aboriginal people experiencing abuse.
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Dudley, Michael. "Exploring worldviews and authorities: Library instruction in Indigenous Studies using Authority is Constructed and Contextual". College & Research Libraries News 81, nr 2 (4.02.2020): 66. http://dx.doi.org/10.5860/crln.81.1.66.
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The student sitting next to me in the University of Winnipeg’s Aboriginal Student Services Centre listens respectfully as I demonstrate the library catalog and databases, then turns to me. “It’s interesting,” he says. “The way the university teaches us, by explaining. It’s not like when me and my father would go into the bush.”
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Sumsion, Jennifer, Linda Harrison, Karen Letsch, Benjamin Sylvester Bradley i Matthew Stapleton. "‘Belonging’ in Australian early childhood education and care curriculum and quality assurance: Opportunities and risks". Contemporary Issues in Early Childhood 19, nr 4 (3.09.2018): 340–55. http://dx.doi.org/10.1177/1463949118796239.
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This article considers opportunities and risks arising from the prominence of the belonging motif in Australia’s Early Years Learning Framework and, more implicitly, in the National Quality Standard, against which the quality of the early childhood education and care services is assessed. A vignette constructed from case study data generated in the babies’ room in an early childhood centre in an Aboriginal community in rural Queensland is used to illuminate some of these opportunities and risks.
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Adams, Maree, Paul Aylward, Nicholas Heyne, Charmaine Hull, Gary Misan, Judy Taylor i May Walker-Jeffreys. "Integrated support for Aboriginal tertiary students in health-related courses: the Pika Wiya Learning Centre". Australian Health Review 29, nr 4 (2005): 482. http://dx.doi.org/10.1071/ah050482.
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The barriers to Indigenous people entering tertiary education, succeeding, and gaining employment in the health professions are broad and systemic. While efforts have been made to address these barriers, the number of Indigenous health professionals remains extremely low across Australia. The Pika Wiya Learning Centre in South Australia provides a range of practical, social, cultural, and emotional supports for tertiary students to increase the number of Indigenous health professionals, especially registered nurses, in the region. This paper reports on the Centre?s strengths that may represent best practice in student support, and the obstacles to further development.
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Phillips, Louise Gwenneth, i Kerryn Moroney. "Civic Action and Learning with a Community of Aboriginal Australian Young Children". Australasian Journal of Early Childhood 42, nr 4 (grudzień 2017): 87–96. http://dx.doi.org/10.23965/ajec.42.4.10.
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CIVICS AND CITIZENSHIP ARE increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic action and learning with young children: Comparing approaches in Australia, New Zealand, and the United States, this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focusing on families, communities and neighbourhoods. Cultural readings of illustrative examples on how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed, highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education.
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Guenther, John. "Are We Making Education Count in Remote Australian Communities or Just Counting Education?" Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 157–70. http://dx.doi.org/10.1017/jie.2013.23.
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For quite some time the achievements of students in remote Australian schools have been lamented. There is not necessarily anything new about the relative difference between the results of Aboriginal and Torres Strait Islander students in remote communities and their counterparts in urban, regional and rural schools across Australia. However, in the last decade a number of changes in the education system have led to the difference being highlighted — to such an extent that what had been an ‘othering’ of remote students (and their families) has turned into marginalisation that is described in terms of disadvantage, deficit and failure. One of the primary instruments used to reinforce this discourse has been the National Assessment Program — Literacy and Numeracy (NAPLAN) testing. This instrument has also been used as part of the justification for a policy response that sees governments attempting to close the educational gap, sometimes through punitive measures, and sometimes with incentives. At a strategic level, this is reflected in a focus on attendance, responding to the perceived disadvantage, and demanding higher standards of performance (of students, teachers and schools more generally). Accountability has resulted in lots of counting in education — counts of attendance, enrolments, dollars spent and test scores. These measures lead one to conclude that remote education is failing, that teachers need to improve their professional standards and that students need to perform better. But in the process, have we who are part of the system lost sight of the need to make education count? And if it is to count, what should it count for in remote Aboriginal and Torres Strait Islander communities? These are questions that the Cooperative Research Centre for Remote Economic Participation is attempting to find answers to as part of its Remote Education Systems project. This article questions the assumptions behind the policy responses using publicly available NAPLAN data from very remote schools. It argues that the assumptions about what works in schools generally do not work in very remote schools with high proportions of Aboriginal and Torres Strait Islander students. It therefore questions whether we in the system are counting the right things (for example attendance, enrolments and measures of disadvantage).
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Biggs, Karen, Jennifer Walsh i Catriona Ooi. "Deadly Liver Mob: opening the door – improving sexual health pathways for Aboriginal people in Western Sydney". Sexual Health 13, nr 5 (2016): 457. http://dx.doi.org/10.1071/sh15176.
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Background: The Deadly Liver Mob project (DLM) is an incentive-based, peer-driven health promotion intervention for Aboriginal people, focusing on hepatitis C and offering education and screening for sexually transmissible infections (STI) and blood-borne viruses (BBV). This study aims to assess the DLM effect on attendance and STI/BBV screening, describe BBV risk factors and report infection rates among Aboriginal people attending Western Sydney Sexual Health Centre (WSSHC). Methods: A retrospective review of Aboriginal clients during the first year of the DLM project was compared with Aboriginal clients who attended during the 5.3 years before implementation of the project. Data on attendance, screening rates, demographics, lifestyle information and STI/BBV results were extracted. Results: There was a 10-fold increase in the number of Aboriginal people attending, via the DLM project (P < 0.01). The DLM group were more likely to be male (47 vs 28%), ≥ 35 years (46 vs 27%), report injecting drug use (IDU) (43 vs 26%), a history of incarceration (48 vs 24%) or unsafe tattooing (36 vs 16%) and have comprehensive STI/BBV testing (85 vs 54%); (P < 0.01 for all). There were 79 positive results and 30 commenced hepatitis B vaccination in the DLM period, compared with 15 and 19, in the non-DLM period. Conclusions: The DLM project effectively increased sexual healthcare attendance and screening for Aboriginal people in Western Sydney. The DLM has fostered ongoing care and facilitated service engagement for individuals at high risk of contracting STIs and BBVs.
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Johnston, Michael, Heidi Smith-Vaughan, Sophie Bowman-Derrick, Jayde Hopkins, Kelly McCrory, Raelene Collins, Robyn Marsh, Kalinda Griffiths i Mark Mayo. "<i>Corrigendum to</i>: Building health workforce capacity in Northern Australia". Microbiology Australia 43, nr 4 (9.01.2023): 198. http://dx.doi.org/10.1071/ma22031_co.
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The Menzies Ramaciotti Regional and Remote Health Sciences Training Centre (Menzies-Ramaciotti Centre) is located within the Menzies School of Health Research (Menzies) in Darwin, Northern Territory (NT). The Menzies-Ramaciotti Centre is contributing to the development of a local health workforce in the NT, including a strong biomedical workforce. The Centre facilitates health workforce career progression for regional and remote youth, with a focus on career development for Aboriginal and Torres Strait Islander (First Nations) youth. The Centre works in collaboration with a range of industry and education partners, who also have strong workforce development goals and a commitment to serving a vital community need to build pathways into work and study with First Nations peoples. Part of the Centre’s focus entails delivery of high-quality training in biomedical sciences, including theoretical and practical skill development in microbiology, laboratory techniques, immunology, public health, data science, allied health, and health research. The Centre uses a non-linear, strengths-based approach to training with a multiplicity of entry and exit points including high school work experience placements, traineeships, vocational placements, as well as undergraduate and postgraduate placements.
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Black, Stephen, Anne Ndaba, Christine Kerr i Brian Doyle. "Methadone, Counselling and Literacy: A health literacy partnership for Aboriginal clients". Literacy and Numeracy Studies 20, nr 1 (30.05.2012): 45–62. http://dx.doi.org/10.5130/lns.v20i1.2619.
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This paper describes a literacy program delivered at the Kirketon Road Centre (KRC), a primary health centre located in Kings Cross, Sydney. KRC was established to meet the health needs of ‘at risk’ young people, sex workers, and people who inject drugs. The literacy program was initiated from within an Aboriginal health group at KRC, following a request from clients in the group. A teacher from Tranby Aboriginal College delivered the literacy program one afternoon every fortnight over a period of approximately one year. This paper is based on recorded and transcribed ‘reflection’ discussions undertaken over several months between the literacy teacher, a KRC counsellor and the researcher immediately following the literacy sessions. Of particular interest is the nature of the literacy program and its pedagogical approach which is based largely on the delivery of popularly themed worksheet exercises. These activities represent in some ways an approach to adult literacy education that we term ‘autonomous’, that is, as a single set of skills generalisable to other life contexts. This pedagogical approach, however, needs to be understood in relation to the social capital outcomes of the course which take into account the complex and varying relationships and networks of the client group. The real value of the course can be seen largely in terms of the social capital outcomes for individual participants.
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Madden, Brooke. "Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Indigenous Education". in education 20, nr 1 (25.04.2014): 57–81. http://dx.doi.org/10.37119/ojs2014.v20i1.153.
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This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry.
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Paradis, Patricia. "Introduction". Constitutional Forum / Forum constitutionnel 22, nr 1 (25.04.2013): 1. http://dx.doi.org/10.21991/c9nt04.
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In September, 2012, the Centre for Constitutional Studies and the Faculty of Law, University of Alberta, in collaboration with the Legal Education Society of Alberta, hosted a day-long Constitutional Symposium for legal practitioners and students of law. Legal academics and practitioners provided stimulating and thought provoking updates on recent jurisprudence in the constitutional area, focussing on Charter sections 2, 7 and 15, the division of powers, aboriginal rights and the Charter and criminal law. Of the twelve papers presented at this Symposium, eight are featured in this Special Issue of the Constitutional Forum.
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Quigley, Matthew, Arul Earnest, Naomi Szwarcbard, Natalie Wischer, Sofianos Andrikopoulos, Sally Green i Sophia Zoungas. "Exploring HbA1c variation between Australian diabetes centres: The impact of centre-level and patient-level factors". PLOS ONE 17, nr 2 (4.02.2022): e0263511. http://dx.doi.org/10.1371/journal.pone.0263511.
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Background Increasing global diabetes incidence has profound implications for health systems and for people living with diabetes. Guidelines have established clinical targets but there may be variation in clinical outcomes including HbA1c, based on location and practice size. Investigating this variation may help identify factors amenable to systemic improvement interventions. The aims of this study were to identify centre-specific and patient-specific factors associated with variation in HbA1c levels and to determine how these associations contribute to variation in performance across diabetes centres. Methods This cross-sectional study analysed data for 5,872 people with type 1 (n = 1,729) or type 2 (n = 4,143) diabetes mellitus collected through the Australian National Diabetes Audit (ANDA). A linear mixed-effects model examined centre-level and patient-level factors associated with variation in HbA1c levels. Results Mean age was: 43±17 years (type 1), 64±13 (type 2); median disease duration: 18 years (10,29) (type 1), 12 years (6,20) (type 2); female: 52% (type 1), 45% (type 2). For people with type 1 diabetes, volume of patients was associated with increases in HbA1c (p = 0.019). For people with type 2 diabetes, type of centre was associated with reduction in HbA1c (p <0.001), but location and patient volume were not. Associated patient-level factors associated with increases in HbA1c included past hyperglycaemic emergencies (type 1 and type 2, p<0.001) and Aboriginal and Torres Strait Islander status (type 2, p<0.001). Being a non-smoker was associated with reductions in HbA1c (type 1 and type 2, p<0.001). Conclusions Centre-level and patient-level factors were associated with variation in HbA1c, but patient-level factors had greater impact. Interventions targeting patient-level factors conducted at a centre level including sick-day management, smoking cessation programs and culturally appropriate diabetes education for and Aboriginal and Torres Strait Islander peoples may be more important for improving glycaemic control than targeting factors related to the Centre itself.
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Brookes, Isabel, i Collette Tayler. "Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children". Australasian Journal of Early Childhood 41, nr 4 (grudzień 2016): 4–15. http://dx.doi.org/10.1177/183693911604100402.
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LEARNING IN BOTH INFORMAL and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage. This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early—long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.
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Hatt, Blaine E., i Nancy Maynes. "Enriching Aboriginal Engagement in Schools through Service-learning: The Biidaaban Experience". Journal of Studies in Education 7, nr 2 (11.05.2017): 91. http://dx.doi.org/10.5296/jse.v7i2.11194.
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This paper involves an inquiry into the effects and affects of service learning in a Biidaaban Youth Group (BYG) programme under the auspices of the Biidaaban Community Service Learning centre (BCSL) at a small northern Ontario university. Phenomenological, hermeneutical, and narrative inquiry approaches were applied to interviews with stakeholders in BYG including a First Nations’ parent, a school-aged child, a First Nations’ grandparent and Elder, an education community partner, and a university-student tutor. The concepts of pathic teaching and liberatory service learning help to frame the findings of this study. Analysis of the data evidenced authentic caring for self and other and genuine reciprocity that is transformative and enabled participants to attain a liberatory level of social change and social consciousness as key components of the high quality of service learning that is perceived by those who serve and those who receive service from this unit.
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Guenther, John, Melodie Bat i Sam Osborne. "Red Dirt Thinking on Educational Disadvantage". Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 100–110. http://dx.doi.org/10.1017/jie.2013.18.
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When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Plan—Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial Overcoming Indigenous Disadvantage report. These data, briefly summarised in this article, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’. For all the programs, policies and initiatives designed to address disadvantage, the results seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent difference between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. The purpose of this article is to challenge the ideas of ‘disadvantage’ and ‘advantage’ as they are constructed in policy and consequently reported in data. It proposes alternative ways of thinking about remote educational disadvantage, based on a reading of relevant literature and the early observations of the Cooperative Research Centre for Remote Economic Participation's Remote Education Systems project. It is a formative work, designed to promote and frame a deeper discussion with remote education stakeholders. It asks how relative advantage might be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system's discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to ask if and what alternative measures of success could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes.
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Sharrock, Peta, i Helen Lockyer. "One to One and Face to Face: A Community Based Higher Education Support Strategy Retaining Indigenous Australian University Students". Australian Journal of Indigenous Education 37, nr 1 (2008): 28–39. http://dx.doi.org/10.1017/s1326011100016069.
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AbstractLiterature relating to Indigenous Australian students in higher education highlights the need for improving the retention rates of Indigenous students in Australian universities. A cause for concern has been the increasing numbers of Indigenous Australian people experiencing lower progress and completion rates in comparison to non-Indigenous students. The literature suggests that flexible course delivery is a strategy for improving retention rates and participation. This research extends knowledge relating to the effectiveness of providing courses in flexible delivery mode as a retention strategy in Indigenous higher education. It investigates the “reverse block visit” component of a flexi-mode course delivered by the Centre for Aboriginal Studies at Curtin University of Technology in Perth, Western Australia. Initial findings suggest that this community based support strategy may be impacting positively on risk factors contributing to students withdrawing from their studies. Further research is required to explore the validity of this initial data and how the “reverse block visit” from Centre staff may be working to help students to decide to continue studying.
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Pugh, Derek. "An Extended Negotiated Narrative in an ESL Classroom". Australian Journal of Indigenous Education 24, nr 1 (kwiecień 1996): 40–42. http://dx.doi.org/10.1017/s1326011100002246.
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In October 1995 a short novel, Tammy Damulkurra, was published by Aboriginal Studies Press. Tammy was the result of a six-week narrative writing program undertaken with a class of teenage girls at Maningrida Community Education Centre, in the Northern Territory. The girls, Charlene Bonson Djarpi-Djarpi, Alison Cooper Gangarnda, Jacqueline Phillips Galamarrjin, Evette Dawn Pascoe, Sabrina Yulumurru Dhurrkay, Rhonda Brown Guykaladawuy, Eileen Bonson Djinjirrow, Simonne Lawrence, Justina Williams Wilinggirra and Roseanne Darcy Wangaytcha, are mostly Burarra, speak English as a second or third language and in 1994 were studying for their General Studies Certificate with me in Eagle Class.
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Harrison, Linda J., Jennifer Sumsion, Ben Bradley, Karen Letsch i Andi Salamon. "Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre". European Early Childhood Education Research Journal 25, nr 2 (28.02.2017): 189–205. http://dx.doi.org/10.1080/1350293x.2017.1288015.
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Crawford, Nicole, i Sherridan Emery. "“Shining a Light” on Mature-Aged Students In, and From, Regional and Remote Australia". Student Success 12, nr 2 (3.08.2021): 18–27. http://dx.doi.org/10.5204/ssj.1919.
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This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia – the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data; for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students’ diverse and complex circumstances; two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for “ideal”, “implied” and “traditional” students, and entrenched attitudes that privilege some “types” of students over others and limit the aim of full participation for all students.
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Tripcony, Penny. "Teaching to Difference: Working with Aboriginal and Torres Strait Islander Students in Urban Schools". Aboriginal Child at School 23, nr 3 (wrzesień 1995): 35–43. http://dx.doi.org/10.1017/s0310582200004910.
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The following paper was presented to a group of teachers, curriculum advisers, school support centre personnel and review officers at a one day conference organised by the Metropolitan West Region of the Queensland Department of Education. The time allocated for this session was 35 minutes. I therefore decided to focus on what I consider to be the two major barriers to Aboriginal and Torres Strait Islander student participation in schooling: recognition and valuing by teachers of children's identity and language. For other factors contributing to children's participation, such as curriculum relevance, parent/community involvement in decision-making, I provided participants with handouts which I had developed during the past four years or so.
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Maar, Marion A., i Marjory Shawande. "Traditional Anishinabe Healing in a Clinical Setting: The Development of an Aboriginal Interdisciplinary Approach to Community-based Aboriginal Mental Health Care". International Journal of Indigenous Health 6, nr 1 (4.06.2013): 18. http://dx.doi.org/10.18357/ijih61201012342.
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Traditional medicine has been practiced by Aboriginal people for thousands of years at the community level. It is still practiced today outside of the mainstream health system by many Aboriginal people. However, providing this type of care in a clinical, health centre setting and in co-operation with western treatment methods is new, and requires a merging of traditional Aboriginal and western medical world views in order to develop protocols for service delivery that ensure the integrity of both systems. The groundwork required to ensure the safety of clients, providers, and organizations within the new integrated system is still largely undocumented. To address this gap, we studied factors that support the successful integration of traditional Aboriginal healing and western mental health care approaches, and document the experiences of clients and providers. To accomplish this we contextualize 10 years of experience of traditional healing services development with in-depth interviews and focus groups with 17 community service providers and 23 clients. We found that the development of traditional healing protocols, inter-professional education for providers and community members and a focus on client access to traditional Anishinabe health services provide the basis for the integration of western and traditional healing practices in the model under study. Our findings show integrated care resulted in positive experiences for clients and providers. We conclude that traditional healing approaches can be successfully integrated with clinical mental health services. Further research is necessary to improve our understanding of client experiences with this integrated approach and the impact on wholistic health and well-being.
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Templeton, David J., Beverley A. Tyson, Joel P. Meharg, Katalin E. Habgood, Patricia M. Bullen, Sharafat Malek i Rick McLean. "Aboriginal health worker screening for sexually transmissible infections and blood-borne viruses in a rural Australian juvenile correctional facility". Sexual Health 7, nr 1 (2010): 44. http://dx.doi.org/10.1071/sh09035.
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Introduction: In Australia, Aboriginal youth are disproportionately represented in juvenile detention centres. We assessed the prevalence of sexually transmissible infections (STIs) and blood-borne viruses (BBVs) identified by an Aboriginal Health Worker (AHW)-led screening program delivered to male detainees of a rural juvenile detention centre. Methods: A retrospective review of first screening visit data was performed. Demographic and behavioural data were collected and the prevalence of STI/BBV was assessed. Results: Over a 4-year period to November 2004, 101 screens on new medium-to-long-term detainees were performed. The median age of participants was 17 years (range 14–20) and 87% were Aboriginal. Most reported multiple lifetime sexual partners (mean 14, range 0–60) and a minority had used a condom for the last episode of vaginal intercourse. Injecting drug use and non-professional tattoos or piercings were both reported by over one-third of participants, with over 80% reporting previous incarceration. One-quarter of those screened were newly diagnosed with one or more STI/BBV. The most common infection identified was urethral chlamydia (prevalence 16.3%, 95% confidence interval 10.0–25.5%), although the prevalence of newly diagnosed syphilis, hepatitis B and hepatitis C were each over 5%. Many participants remained susceptible to hepatitis B. Conclusion: An AHW-led STI/BBV screening program identified a large number of asymptomatic and previously undiagnosed infections in this group of young male detainees. Such an education and screening program using skilled Aboriginal staff not affiliated with the correctional system could have a substantial impact on the prevalence of STI/BBV among juvenile detainees.
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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.
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Osborne, Sam, i John Guenther. "Red Dirt Thinking on Aspiration and Success". Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 88–99. http://dx.doi.org/10.1017/jie.2013.17.
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This article sets the scene for the series of five articles on ‘red dirt thinking’. It first introduces the idea behind red dirt thinking as opposed to ‘blue sky thinking’. Both accept that there are any number of creative and expansive solutions and possibilities to identified challenges — in this case, the challenge of improving education in very remote Aboriginal and Torres Strait Island schools. However, the authors believe that creative thinking needs to be grounded in the reality of the local community context in order to be relevant. This article draws on emerging data from the Remote Education Systems project (a project within the Cooperative Research Centre for Remote Economic Participation — CRC-REP) and highlights further questions and challenges we wish to address across the life of the project. It is part of a collection of papers presented on the theme ‘Red Dirt Thinking’. The red dirt of remote Australia is where thinking for the CRC-REP's Remote Education Systems research project emerged. This article will examine the various public positions that exist in regard to the aspirations of young remote Aboriginal and Torres Strait Islander Australians, and consider the wider views that are held in terms of what constitutes educational ‘success’. We explore the models of thinking and assumptions that underpin this public dialogue and contrast these ideas to the ideas that are being shared by remote Aboriginal educators and local community members through the work of the Remote Education Systems project. We will consider the implications and relevance of the aspiration and success debate for the remote Australian context and propose approaches and key questions for improved practice and innovation in relation to delivering a more ‘successful’ education for remote students. The authors begin by posing the simple question: How would, and can remote educators build aspiration and success? The wisdom of several commentators on remote education in Australia is presented in terms of a set of simple solutions to a straightforward problem. The assumptions behind these simple solutions are often unstated, and part of this article's role is to highlight the assumptions that common arguments for solutions are premised on. Further to the above question, we will also consider the question: In remote communities where Aboriginal and Torres Strait Islander students live and learn, how is success defined? Is there language that corresponds to the western philosophical meanings of success? Having considered some possible alternatives, based on the early findings of the Remote Education Systems project research, the authors then pose the question: How would educators teach for these alternative measures of success? The answers to these questions are still forthcoming. However, as the research process reveals further insights in relation to these questions, it may be possible for all those involved in remote education to approach the ‘problem’ of remote education using a different lens. The lens may be smeared with red dirt, but it will enable people involved in the system to develop creative solutions in a challenging and rich environment.
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Fredericks, Bronwyn, Katelyn Barney, Tracey Bunda, Kirsten Hausia, Anne Martin, Jacinta Elston i Brenna Bernardino. "Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates". Student Success 14, nr 2 (13.07.2023): 19–29. http://dx.doi.org/10.5204/ssj.2874.
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Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.
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Guenther, John, Melodie Bat i Sam Osborne. "Red Dirt Thinking on Remote Educational Advantage". Australian and International Journal of Rural Education 24, nr 1 (1.03.2014): 51–67. http://dx.doi.org/10.47381/aijre.v24i1.678.
Pełny tekst źródłaStreszczenie:
The discourse of remote education is often characterised by a rhetoric of disadvantage. This is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including National Assessment Program--Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission’s biennial Overcoming Disadvantage Report. These data, briefly summarised in this paper, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’. However, for all the rhetoric about disadvantage and the emphasis in strategic policy terms about activities designed to ‘close the gap’, the results of the numerous programs seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent disparity between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. This paper critiques the binaries of ‘disadvantage’ and ‘advantage’ as they are articulated in policy and consequently reported in data. Its purpose is to propose alternative ways of thinking about remote educational disadvantage, based on data from a five year Cooperative Research Centre for Remote Economic Participation project. It asks, how might ‘relative advantage’ be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system’s discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to propose alternative measures of success that could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes on it.
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Guenther, John, i Samuel Osborne. "Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools". Australian Journal of Indigenous Education 49, nr 1 (7.09.2018): 57–69. http://dx.doi.org/10.1017/jie.2018.17.
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Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as ‘caught in the middle’ (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings.