A. Ioris, Flávia Vitor Longo, Roberto L. do Carmo, José Maurício Arruti
Indigenous schools are spaces for the convergence of different worldviews and to demonstrate how the creativity of each ethnic group challenges exogenous and established concepts and methodologies. This article examines main trends and pending gaps related to indigenous education in Brazil between the years 2007 and 2019. Issues such as the characterisation of indigenous schools, teachers and students are analysed, with a focus on the evolution of the number of students enrolled, infrastructure, language and pedagogic approaches. The analysis is focused on the states of Mato Grosso do Sul, which has a large indigenous population and an economy based on export-oriented agribusiness, and São Paulo, the main economic, demographic and political centre of Brazil with a much smaller indigenous population. The results demonstrate concrete improvements, especially the expansion of the number of schools and the student population. A growing number of schools are now dedicated to serve indigenous populations and make use of specific teaching material (although this material is of uneven quality). However, many problems remain unresolved, including threats to funding and uncertain administrative support from public authorities, a situation that has been aggravated in recent years with the growing adoption of elitist, anti-indigenous government policies.
{"title":"Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul","authors":"A. Ioris, Flávia Vitor Longo, Roberto L. do Carmo, José Maurício Arruti","doi":"10.55146/ajie.v51i2.5","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.5","url":null,"abstract":"Indigenous schools are spaces for the convergence of different worldviews and to demonstrate how the creativity of each ethnic group challenges exogenous and established concepts and methodologies. This article examines main trends and pending gaps related to indigenous education in Brazil between the years 2007 and 2019. Issues such as the characterisation of indigenous schools, teachers and students are analysed, with a focus on the evolution of the number of students enrolled, infrastructure, language and pedagogic approaches. The analysis is focused on the states of Mato Grosso do Sul, which has a large indigenous population and an economy based on export-oriented agribusiness, and São Paulo, the main economic, demographic and political centre of Brazil with a much smaller indigenous population. The results demonstrate concrete improvements, especially the expansion of the number of schools and the student population. A growing number of schools are now dedicated to serve indigenous populations and make use of specific teaching material (although this material is of uneven quality). However, many problems remain unresolved, including threats to funding and uncertain administrative support from public authorities, a situation that has been aggravated in recent years with the growing adoption of elitist, anti-indigenous government policies.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43040209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Whole of Community Engagement (WCE) initiative sought to identify barriers and enablers in Aboriginal students’ pathways to post-compulsory education, in six remote communities in Arnhem Land and central Australia. It identified known factors like colonial history, low English literacy, job prospects and cultural difference. Responses often focus on “both-ways” curriculum and pedagogy, and teachers’ cultural competence. Another factor found was interculturality, the fact of living and working at the intersections of Aboriginal and other socio-cultural worlds. The initiative found that students’ engagement with school and with pathways into further education were troubled by both cultural difference and intersection. The Aboriginal researchers involved in the initiative, living at the intersections in their own lives, exemplified the challenges of, and the capabilities needed to negotiate, cultural intersection. The authors propose an intercultural perspective as a refinement to the both-ways approach to remote education.
{"title":"Aboriginal educators at the intersection: Intimations of greater nuance in both-ways education","authors":"Terry Moore, G. Shannon, David Scholz","doi":"10.55146/ajie.v51i2.33","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.33","url":null,"abstract":"The Whole of Community Engagement (WCE) initiative sought to identify barriers and enablers in Aboriginal students’ pathways to post-compulsory education, in six remote communities in Arnhem Land and central Australia. It identified known factors like colonial history, low English literacy, job prospects and cultural difference. Responses often focus on “both-ways” curriculum and pedagogy, and teachers’ cultural competence. Another factor found was interculturality, the fact of living and working at the intersections of Aboriginal and other socio-cultural worlds. The initiative found that students’ engagement with school and with pathways into further education were troubled by both cultural difference and intersection. The Aboriginal researchers involved in the initiative, living at the intersections in their own lives, exemplified the challenges of, and the capabilities needed to negotiate, cultural intersection. The authors propose an intercultural perspective as a refinement to the both-ways approach to remote education.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a single-site case study to explicate some of the issues that relate to developing a genuine and successful role for Indigenous education workers (IEWs) especially those who reside in remote Australian communities. It draws attention to the lost opportunities for agency and leadership in culturally relevant literacy teaching with families, schools and community. The study employs a social justice framework to explore a theory of intended change resultant from the inclusion of IEWs in a professional learning coalition of school leaders, teachers, and Indigenous elders with university researchers throughout an 18-month project. This evidence of intended change focuses on the IEWs’ display of agency in leading families and community in the production of culturally relevant story texts to support children’s reading inside and outside school. The paper contributes to a scant body of literature highlighting the valuable work conducted by IEWs, and justifies more meaningful employment and formal leadership roles in schools and in the community. This work lays the foundation for further research involving IEWs’ leadership in producing culturally relevant criteria for measuring change in children’s literacy outcomes and change in family-community engagement in children’s reading.
{"title":"Agency and leadership by Indigenous education workers for family-school-community engagement","authors":"Greer Johnson, Bev Flückiger","doi":"10.55146/ajie.v51i2.59","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.59","url":null,"abstract":"This paper presents a single-site case study to explicate some of the issues that relate to developing a genuine and successful role for Indigenous education workers (IEWs) especially those who reside in remote Australian communities. It draws attention to the lost opportunities for agency and leadership in culturally relevant literacy teaching with families, schools and community. The study employs a social justice framework to explore a theory of intended change resultant from the inclusion of IEWs in a professional learning coalition of school leaders, teachers, and Indigenous elders with university researchers throughout an 18-month project. This evidence of intended change focuses on the IEWs’ display of agency in leading families and community in the production of culturally relevant story texts to support children’s reading inside and outside school. The paper contributes to a scant body of literature highlighting the valuable work conducted by IEWs, and justifies more meaningful employment and formal leadership roles in schools and in the community. This work lays the foundation for further research involving IEWs’ leadership in producing culturally relevant criteria for measuring change in children’s literacy outcomes and change in family-community engagement in children’s reading.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41884561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Fonua, Fire Fonua, Reverend Pitasoni T. Fonua, Lavinia T. Fonua
Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.
参与和成功在新西兰和全球的教育讨论、研究和政策中都很突出。然而，对于成功的汤加科学学习者如何定义参与、享受或成功，以及哪些教学和学习经历增强或削弱了他们在学习期间的参与、享受和成功，人们知之甚少。本文分享了26名成功的汤加科学学习者的故事，他们参加了talanoa（没有议程的公开讨论），讲述了他们在奥特亚的中学和大学科学教育中的参与、享受和成功，以及对一些人来说，他们在汤加的学校教育。Manulua框架（Fonua，2021）介绍了他们的故事是如何被收集、分析和编织在一起的。本文提出了Fata ho poto模型，以展示成功的汤加科学学习者如何看待参与、享受和成功。该模型对那些提高汤加和莫阿纳/太平洋地区学习成绩的人很有用。它提供了与教育政策和实践在汤加和莫阿纳/太平洋地区学习者中形成参与、享受和成功观念的作用有关的重要见解。
{"title":"Fata ho poto: Tongan science learners and engagement, enjoyment and success in secondary school and university settings","authors":"S. Fonua, Fire Fonua, Reverend Pitasoni T. Fonua, Lavinia T. Fonua","doi":"10.55146/ajie.v51i2.44","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.44","url":null,"abstract":"Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hinekura Smith, Jade Le Grice, S. Fonua, David Mayeda
Coloniality in Aotearoa’s education systems has persisted by forcing Māori to assimilate into Western norms, tracking Māori into subordinate occupational roles, and constraining Māori self-determination. Through use of storytelling, we demonstrate how these trends carry on in present-day tertiary education settings. We also issue to colleagues and management in the tertiary education sector a wero (challenge) to inspect dimensions of white fragility. Our wero challenges colleagues to move beyond their pedagogical comfort zones by learning and incorporating Indigenous knowledges into their teaching beyond surface level. For university management, our wero call on leadership to lead institutional conversations on white privileges and white fragilities, such that academic staff cannot perform a white agility by nimbly dancing around decolonial education initiatives.
{"title":"Coloniality, institutional racism and white fragility: A wero to higher education","authors":"Hinekura Smith, Jade Le Grice, S. Fonua, David Mayeda","doi":"10.55146/ajie.v51i2.34","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.34","url":null,"abstract":"Coloniality in Aotearoa’s education systems has persisted by forcing Māori to assimilate into Western norms, tracking Māori into subordinate occupational roles, and constraining Māori self-determination. Through use of storytelling, we demonstrate how these trends carry on in present-day tertiary education settings. We also issue to colleagues and management in the tertiary education sector a wero (challenge) to inspect dimensions of white fragility. Our wero challenges colleagues to move beyond their pedagogical comfort zones by learning and incorporating Indigenous knowledges into their teaching beyond surface level. For university management, our wero call on leadership to lead institutional conversations on white privileges and white fragilities, such that academic staff cannot perform a white agility by nimbly dancing around decolonial education initiatives.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rose Whitau, Latoya Bolton-Black, Helen Ockerby, Lowana Corley
The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students’ voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted with young Aboriginal women that participate in an education engagement program called Shooting Stars at Narrogin Senior High School. Yarning circles were facilitated, analysed and discussed within a framework of relatedness, with the researchers embracing their own standpoint, and the standpoint of the Shooting Stars participants, as Indigenous women. The results from these participant yarning circles were discussed with the Shooting Stars Narrogin localised steering committee, and this discussion is presented here, alongside the outcomes, both achieved and projected, to which committee stakeholders have committed. For the most part, the participants and the steering committee discussed racism, teacher–student relationships, and peer connectedness, and how these were related to participant attendance and engagement at school. This paper showcases the power of the yarning circle as a tool for collaboration in that it provides a space to create cohesion through conversation, through contention and through sharing.
{"title":"Western Australian Aboriginal young women and community representatives identify barriers to school attendance and solutions to school non-attendance","authors":"Rose Whitau, Latoya Bolton-Black, Helen Ockerby, Lowana Corley","doi":"10.55146/ajie.v51i2.22","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.22","url":null,"abstract":"The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students’ voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted with young Aboriginal women that participate in an education engagement program called Shooting Stars at Narrogin Senior High School. Yarning circles were facilitated, analysed and discussed within a framework of relatedness, with the researchers embracing their own standpoint, and the standpoint of the Shooting Stars participants, as Indigenous women. The results from these participant yarning circles were discussed with the Shooting Stars Narrogin localised steering committee, and this discussion is presented here, alongside the outcomes, both achieved and projected, to which committee stakeholders have committed. For the most part, the participants and the steering committee discussed racism, teacher–student relationships, and peer connectedness, and how these were related to participant attendance and engagement at school. This paper showcases the power of the yarning circle as a tool for collaboration in that it provides a space to create cohesion through conversation, through contention and through sharing.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43019744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Guenther, Sam Osborne, Stephen Corrie, Lester-Irabinna Rigney, K. Lowe
In late 2013, under the leadership of Prime Minister Abbott, the Australian Government announced a new policy designed to increase attendance rates in remote community schools—the Remote School Attendance Strategy (RSAS). The model assumed that employing local people in the program, which was designed to support parents get their children to school, would yield significant improvements and consequently improve educational outcomes. After a slight initial increase in school attendance rates, RSAS schools have seen average attendance rates decline since 2016, which now stand more than eight percentage points lower than at commencement. This article analyses My School data for Very Remote Aboriginal schools, showing how the RSAS school attendance results compare with similar non-RSAS schools. We question why the Australian Government continues to invest in a program that is not meeting its objectives, asking, what went wrong?. We do this by critically analysing 36 policy-related documents, looking for ideological clues that show why the government continues to invest in the program and how it sees it as “successful”. We conclude by raising ethical and accountability concerns about the RSAS, which lacks evidence of attendance improvement, and which potentially causes harm to its objects: First Nations students.
{"title":"The Remote School Attendance Strategy (RSAS): Why invest in a strategy that reduces attendance?","authors":"J. Guenther, Sam Osborne, Stephen Corrie, Lester-Irabinna Rigney, K. Lowe","doi":"10.55146/ajie.v51i2.35","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.35","url":null,"abstract":"In late 2013, under the leadership of Prime Minister Abbott, the Australian Government announced a new policy designed to increase attendance rates in remote community schools—the Remote School Attendance Strategy (RSAS). The model assumed that employing local people in the program, which was designed to support parents get their children to school, would yield significant improvements and consequently improve educational outcomes. After a slight initial increase in school attendance rates, RSAS schools have seen average attendance rates decline since 2016, which now stand more than eight percentage points lower than at commencement. This article analyses My School data for Very Remote Aboriginal schools, showing how the RSAS school attendance results compare with similar non-RSAS schools. We question why the Australian Government continues to invest in a program that is not meeting its objectives, asking, what went wrong?. We do this by critically analysing 36 policy-related documents, looking for ideological clues that show why the government continues to invest in the program and how it sees it as “successful”. We conclude by raising ethical and accountability concerns about the RSAS, which lacks evidence of attendance improvement, and which potentially causes harm to its objects: First Nations students.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49035400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples’ perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implement and transform their teaching and learning despite the shift in policy rhetoric. This paper reports on a small pilot study conducted at a Queensland university exploring how academics perceive the inclusion of Indigenous Knowledges within both institutional and professional contexts and initial teacher education programs. Findings varied, however, they generally indicate a lack of institutional and individual responsibility to embed Indigenous Knowledges in initial teacher education. The paper argues for the urgency for change and the need for non-Indigenous academics and initial teacher education providers to begin critical conversations about how Indigenous Knowledges are being silenced within their current practices, and ways in which they can do better.
{"title":"An analysis of education academics' attitudes and preconceptions about Indigenous Knowledges in initial teacher education","authors":"Melitta Hogarth","doi":"10.55146/ajie.v51i2.41","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.41","url":null,"abstract":"For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples’ perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implement and transform their teaching and learning despite the shift in policy rhetoric. This paper reports on a small pilot study conducted at a Queensland university exploring how academics perceive the inclusion of Indigenous Knowledges within both institutional and professional contexts and initial teacher education programs. Findings varied, however, they generally indicate a lack of institutional and individual responsibility to embed Indigenous Knowledges in initial teacher education. The paper argues for the urgency for change and the need for non-Indigenous academics and initial teacher education providers to begin critical conversations about how Indigenous Knowledges are being silenced within their current practices, and ways in which they can do better.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46197167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24 former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby’s archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design and teaching strategies. The former students’ interviews focussed on Tranby’s atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses were useful, these contextual and informal experiences were more useful in their later careers.
{"title":"'Proper Deadly': Student memories of adult education under Indigenous control: Tranby, 1980-2000","authors":"H. Goodall, Heidi Norman, Belinda Russon","doi":"10.55146/ajie.v51i2.36","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.36","url":null,"abstract":"The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24 former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby’s archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design and teaching strategies. The former students’ interviews focussed on Tranby’s atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses were useful, these contextual and informal experiences were more useful in their later careers. ","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45740372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cathryn Forsyth, P. Malouf, S. Short, M. Irving, M. Tennant, J. Gilroy
Indigenous people in Australia experience considerably more dental and medical ill-health than non-Indigenous people. Cultural competence of dental and medical teams is crucial in the delivery of services to address these health disparities. Traditionally, cultural training has been incorporated later in health education curricula, resulting in students perceiving Indigenous health to be less important, relevant or useful in their future careers. Higher education institutions struggle to incorporate Indigenous culture into curricula to improve educational outcomes for Indigenous peoples and to increase cultural competence of staff and students. This study explores how a team of Indigenous and non-Indigenous researchers navigated the cultural interface to develop an Indigenous curricula model for dental and, potentially, medical programs in Australia. A team of Indigenous and non-Indigenous oral health, dental and social science researchers, together with a Cultural Competence Curriculum Review Reference Group comprising Indigenous and non-Indigenous members, successfully navigated the cultural interface. Collaborations between the reference group and research team at each phase of this research ensured authentication and validity of the data. This study highlights the importance of employing Indigenous methodologies when conducting Indigenous research to improve dental and medical health outcomes for Indigenous peoples.
{"title":"Employing Indigenous methodologies to transform dental and medical education","authors":"Cathryn Forsyth, P. Malouf, S. Short, M. Irving, M. Tennant, J. Gilroy","doi":"10.55146/ajie.v51i2.47","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.47","url":null,"abstract":"Indigenous people in Australia experience considerably more dental and medical ill-health than non-Indigenous people. Cultural competence of dental and medical teams is crucial in the delivery of services to address these health disparities. Traditionally, cultural training has been incorporated later in health education curricula, resulting in students perceiving Indigenous health to be less important, relevant or useful in their future careers. Higher education institutions struggle to incorporate Indigenous culture into curricula to improve educational outcomes for Indigenous peoples and to increase cultural competence of staff and students. This study explores how a team of Indigenous and non-Indigenous researchers navigated the cultural interface to develop an Indigenous curricula model for dental and, potentially, medical programs in Australia. A team of Indigenous and non-Indigenous oral health, dental and social science researchers, together with a Cultural Competence Curriculum Review Reference Group comprising Indigenous and non-Indigenous members, successfully navigated the cultural interface. Collaborations between the reference group and research team at each phase of this research ensured authentication and validity of the data. This study highlights the importance of employing Indigenous methodologies when conducting Indigenous research to improve dental and medical health outcomes for Indigenous peoples.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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