Abstract In the era of Indigenising the academy, health disciplines like nursing are required to teach Indigenous peoples' health, history and culture in their undergraduate programmes in order to meet national accreditation standards. This inclusion of Indigenous peoples' perspectives within nursing education towards registration thus qualifies respective Indigenous perspectives as legitimate parts of the Australian nursing profession's scope of practice, which may sound like a reason to celebrate. However, caution should be exercised. Indigenous and Western knowledge systems are incommensurable. The practice of defining Indigenous perspectives for placements within curricula could be likened to extractive colonialism. Thus, the commodifying of Indigenous perspectives in creating competitive education products is problematic. As a Meriam and Wuthathi man who grew up in the Zenadth Kes (Torres Straits) now living and working on Turrbul and Yuggera country, and as a nurse academic, being immersed in this space of contentions is my reality. In order to enhance the education preparation of nursing students I teach, while simultaneously protect my embodied Indigenous knowledges and the Indigenous perspectives included in the curricula I teach, I privilege Indigenous ways of knowing, being and doing in my teaching practice. This yarn is about my experience in this cultural interface.
{"title":"Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education","authors":"A. Drummond","doi":"10.1017/jie.2020.16","DOIUrl":"https://doi.org/10.1017/jie.2020.16","url":null,"abstract":"Abstract In the era of Indigenising the academy, health disciplines like nursing are required to teach Indigenous peoples' health, history and culture in their undergraduate programmes in order to meet national accreditation standards. This inclusion of Indigenous peoples' perspectives within nursing education towards registration thus qualifies respective Indigenous perspectives as legitimate parts of the Australian nursing profession's scope of practice, which may sound like a reason to celebrate. However, caution should be exercised. Indigenous and Western knowledge systems are incommensurable. The practice of defining Indigenous perspectives for placements within curricula could be likened to extractive colonialism. Thus, the commodifying of Indigenous perspectives in creating competitive education products is problematic. As a Meriam and Wuthathi man who grew up in the Zenadth Kes (Torres Straits) now living and working on Turrbul and Yuggera country, and as a nurse academic, being immersed in this space of contentions is my reality. In order to enhance the education preparation of nursing students I teach, while simultaneously protect my embodied Indigenous knowledges and the Indigenous perspectives included in the curricula I teach, I privilege Indigenous ways of knowing, being and doing in my teaching practice. This yarn is about my experience in this cultural interface.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"49 1","pages":"127 - 134"},"PeriodicalIF":1.6,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736440","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}
Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.
{"title":"Rural Aboriginal high school students' views of their future tertiary education","authors":"J. Howard, Jacob Jeffery, L. Walters, E. Barton","doi":"10.1017/jie.2020.32","DOIUrl":"https://doi.org/10.1017/jie.2020.32","url":null,"abstract":"Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"50 1","pages":"293 - 303"},"PeriodicalIF":1.6,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447528","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}
{"title":"Introduction to the special issue: critical conversations on higher education as an enabler to building an Indigenous health workforce","authors":"Chelsea J. Bond, Helena Kajlich","doi":"10.1017/jie.2020.12","DOIUrl":"https://doi.org/10.1017/jie.2020.12","url":null,"abstract":"","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"49 1","pages":"108 - 109"},"PeriodicalIF":1.6,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.12","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43018335","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}
Abstract In the journal article Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools, Guenther and Osborne (2020) compare schoolwide NAPLAN reading scale scores for 25 Very Remote Indigenous schools implementing Direct Instruction through the Flexible Literacy for Remote Primary Schools Program (‘Flexible Literacy’ or ‘the program’) with those for 118 Very Remote Indigenous schools not involved with the program, to assert the program has not improved literacy outcomes. Good to Great Schools Australia (GGSA) undertook an analysis of the same school data for Reading, Writing, Spelling and Grammar and Punctuation scores. Our findings contradict theirs. In all areas, schools participating in the program show significant growth compared with all Australian and all Very Remote Indigenous schools. In Reading, schools involved in the program from 2015 to 2017 averaged 124% growth, while the average growth for comparable ages was 19 and 34% for Australian and Very Remote Indigenous schools, respectively. In Grammar and Punctuation schools involved in the program in the same period grew 180%, whilst growth for Australian schools was 15%, and for Very Remote Indigenous schools, 28%. These contrasting results illustrate the importance of evaluating growth to assess the impact of educational programs, rather than achievement alone, particularly in the case of Very Remote Indigenous schools where achievement levels are far below Australian grade levels. Guenther and Osborne's comparison of achievement across schools rather than measuring growth within schools obscures real gains and is misleading.
{"title":"Yes, DI did it: the impact of Direct Instruction on literacy outcomes for Very Remote Indigenous schools","authors":"N. Pearson","doi":"10.1017/jie.2020.20","DOIUrl":"https://doi.org/10.1017/jie.2020.20","url":null,"abstract":"Abstract In the journal article Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools, Guenther and Osborne (2020) compare schoolwide NAPLAN reading scale scores for 25 Very Remote Indigenous schools implementing Direct Instruction through the Flexible Literacy for Remote Primary Schools Program (‘Flexible Literacy’ or ‘the program’) with those for 118 Very Remote Indigenous schools not involved with the program, to assert the program has not improved literacy outcomes. Good to Great Schools Australia (GGSA) undertook an analysis of the same school data for Reading, Writing, Spelling and Grammar and Punctuation scores. Our findings contradict theirs. In all areas, schools participating in the program show significant growth compared with all Australian and all Very Remote Indigenous schools. In Reading, schools involved in the program from 2015 to 2017 averaged 124% growth, while the average growth for comparable ages was 19 and 34% for Australian and Very Remote Indigenous schools, respectively. In Grammar and Punctuation schools involved in the program in the same period grew 180%, whilst growth for Australian schools was 15%, and for Very Remote Indigenous schools, 28%. These contrasting results illustrate the importance of evaluating growth to assess the impact of educational programs, rather than achievement alone, particularly in the case of Very Remote Indigenous schools where achievement levels are far below Australian grade levels. Guenther and Osborne's comparison of achievement across schools rather than measuring growth within schools obscures real gains and is misleading.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"50 1","pages":"402 - 411"},"PeriodicalIF":1.6,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48886241","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}
Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.
{"title":"Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori","authors":"Darwin Horning, B. Baumbrough","doi":"10.1017/jie.2020.26","DOIUrl":"https://doi.org/10.1017/jie.2020.26","url":null,"abstract":"Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"50 1","pages":"393 - 401"},"PeriodicalIF":1.6,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.26","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43238224","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}
Abstract Aboriginal and Torres Strait Islander health practitioners (Practitioners) have a broad scope of practice and play a pivotal role in addressing health disparities for Aboriginal and Torres Strait Islander people. Practitioners are required to maintain knowledge and skill levels to provide ongoing quality care. However, continuing education (CE) opportunities for Practitioners in regional areas are limited and little is known about the types of CE best suited to Practitioners. This study aimed to identify the CE needs of Practitioners working in a South-East Queensland region in Australia. Participatory action research and appreciative inquiry were combined in this multi-staged study. A local Aboriginal and Torres Strait Islander advisory group provided cultural guidance for the study design and implementation. Supervisors and Practitioners from two Aboriginal Medical Services consented to participate. In stage one of this study, the supervisors were interviewed and the Practitioners contributed to focus groups. The Practitioners prioritised their CE needs in the second study stage using a questionnaire. The participants identified Practitioner CE needs and group 2 listed their career aspirations and the best practitioners were described as ‘Deadly’. The Deadly practitioner had diverse practice knowledge, skills and attributes. The Practitioners had career aspirations beyond their role and a desire to learn. However, their career advancement was stifled by a lack of CE opportunities. CE in regional areas is limited. Practitioners are disadvantaged by exclusion. Enhancing CE opportunities for Practitioners will positively impact the health of regional Aboriginal and Torres Strait Islander communities by building social capital. Therefore, future research on Practitioner roles and CE is needed.
{"title":"An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland","authors":"J. Martyn, A. Woolcock","doi":"10.1017/jie.2020.24","DOIUrl":"https://doi.org/10.1017/jie.2020.24","url":null,"abstract":"Abstract Aboriginal and Torres Strait Islander health practitioners (Practitioners) have a broad scope of practice and play a pivotal role in addressing health disparities for Aboriginal and Torres Strait Islander people. Practitioners are required to maintain knowledge and skill levels to provide ongoing quality care. However, continuing education (CE) opportunities for Practitioners in regional areas are limited and little is known about the types of CE best suited to Practitioners. This study aimed to identify the CE needs of Practitioners working in a South-East Queensland region in Australia. Participatory action research and appreciative inquiry were combined in this multi-staged study. A local Aboriginal and Torres Strait Islander advisory group provided cultural guidance for the study design and implementation. Supervisors and Practitioners from two Aboriginal Medical Services consented to participate. In stage one of this study, the supervisors were interviewed and the Practitioners contributed to focus groups. The Practitioners prioritised their CE needs in the second study stage using a questionnaire. The participants identified Practitioner CE needs and group 2 listed their career aspirations and the best practitioners were described as ‘Deadly’. The Deadly practitioner had diverse practice knowledge, skills and attributes. The Practitioners had career aspirations beyond their role and a desire to learn. However, their career advancement was stifled by a lack of CE opportunities. CE in regional areas is limited. Practitioners are disadvantaged by exclusion. Enhancing CE opportunities for Practitioners will positively impact the health of regional Aboriginal and Torres Strait Islander communities by building social capital. Therefore, future research on Practitioner roles and CE is needed.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"50 1","pages":"320 - 330"},"PeriodicalIF":1.6,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299129","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}
Abstract Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.
{"title":"Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities","authors":"S. Hearn, L. Kenna","doi":"10.1017/jie.2020.27","DOIUrl":"https://doi.org/10.1017/jie.2020.27","url":null,"abstract":"Abstract Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":"50 1","pages":"237 - 246"},"PeriodicalIF":1.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.27","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923493","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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