Understanding well-being and safety for First Nations children and young people in the Riverland—Engaging with metic knowledge via a capability approach

Abstract

Aboriginal culture is both a strength and a protective factor for Aboriginal children; yet, we continue to see disparities in education, health and well-being outcomes. To improve outcomes for Aboriginal children and families, local cultural ways of knowing, being and doing need to be incorporated into policy and practice. The strength-based capability approach draws on the experiences, needs and values of people in context to understand the opportunities and freedoms to be and do what is culturally valued. Adopting a “capability approach,” First Nations peoples from the rural Riverland region of South Australia were involved in culturally safe yarning circles to explore aspirations for their children's well-being and safety. In doing so, a better appreciation of the personal, social, structural and environmental factors that impinge on the achievement of well-being and safety was possible. We highlight how a capability approach provides a valuable tool for engaging with and embracing metic knowledge in policymaking and practice. A more meaningful understanding of safety, well-being and “the good life” in a community is critical for ensuring that policy and practice efforts can be directed in ways that create outcomes desired by Community.