Learning Communities-International Journal of Learning in Social Contexts最新文献_第8页

What are the enablers of economic participation in remote and very remote Australia, and how can we identify them? 在偏远和非常偏远的澳大利亚，什么是推动经济参与的因素?我们如何识别它们?

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-04-01 DOI: 10.18793/LCJ2016.19.02

Eva McRae-Williams, J. Guenther, D. Jacobsen, J. Lovell

引用次数: 10

Conceptualising climate change adaption for native bush food production in arid Australia 构想气候变化适应在干旱的澳大利亚本土丛林粮食生产

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-04-01 DOI: 10.18793/LCJ2016.19.07

Supriya Mathew, Ls Lee, D. Race

{"title":"Conceptualising climate change adaption for native bush food production in arid Australia","authors":"Supriya Mathew, Ls Lee, D. Race","doi":"10.18793/LCJ2016.19.07","DOIUrl":"https://doi.org/10.18793/LCJ2016.19.07","url":null,"abstract":"Climate projections indicate an average rise in temperature in the range of 3-7oC for central Australia by 2100 and a decline in thermal comfort. There is uncertainty in the future spatial and temporal occurrences of extreme events such as floods and droughts, though heat stress is predicted to become more frequent in central Australia. To a large extent, sustainable development in this region aims to create self-sufficient and vibrant remote desert-based communities. In this paper, we examine the prospects for sustaining native bush food production in central Australia under a changing climate. Harvesting of native plants for bush food has strong relevance in a central Australian context, where many bush foods have cultural significance to Aboriginal peoples. The native bush food industry is also important in central Australia as it provides employment for local people and sustains the knowledge and practice associated with culturally significant plants. However, the projections of climate change in the region suggest an increasing risk – to plant production, workers’ safety, and getting product to markets. A pathway of the potential steps needed for adaptation (i.e. adaptive pathway) is conceptualised in this paper as to how native bush food production can become a climateready and enduring industry in central Australia. Introduction More than 41,000 small to medium sized enterprises operate across Australia’s arid or desert region, of which 500 are Aboriginal-owned and around 100 are community controlled art centres (Race, 2015). The bush food industry is also one such emerging business activity which also involves Aboriginal people. Arid Australia is also home to numerous Aboriginal communities involved in the customary harvest of bush food resources and who have extensive knowledge regarding the harvesting and use of bush foods. The Australian bush food market system thus includes harvesting by Aboriginal communities within a customary law system that negotiates specific rights and responsibilities, and also harvesting by non-Aboriginal bush food enterprises working within the framework of Western laws and aim to maximise financial returns (see Merne Altyerre-ipenhe Reference Group, Douglas & Walsh, 2011). Learning Communities | Special Issue: Synthesis & Integration | Number 19 – April 2016 99 The Australian bush food industry is small compared to other agricultural pursuits, but it makes a valuable contribution, both financially and culturally, to people living in arid parts of Australia (see Figure 1 for arid and semiarid regions in Australia). There are no reliable estimates for the total value of the bush food industry in this part of the continent; however it would represent a considerable part of the $18.5M industry that employs 500-1,000 people. Moreover, this value is increased five-fold following processing, which most raw bush food products undergo (Clarke, 2012) before they reach their largely metropolitan markets. The bush food ","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79495037","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}

引用次数: 5

Switching on the remote: a new perspective on accessibility in remote Australia 打开遥控器:对澳大利亚偏远地区无障碍的新视角

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-04-01 DOI: 10.18793/LCJ2016.19.06

Apolline Kohen, Bruno Spanodine

引用次数: 1

Cultural Capacity and Development; the case for flexible, interdisciplinary research in remote Aboriginal and Torres Strait Island communities 文化能力与发展;在偏远的土著和托雷斯海峡岛屿社区进行灵活的跨学科研究的案例

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-04-01 DOI: 10.18793/LCJ2016.19.04

Sam Osborne

{"title":"Cultural Capacity and Development; the case for flexible, interdisciplinary research in remote Aboriginal and Torres Strait Island communities","authors":"Sam Osborne","doi":"10.18793/LCJ2016.19.04","DOIUrl":"https://doi.org/10.18793/LCJ2016.19.04","url":null,"abstract":"Policies in relation to remote Aboriginal and Torres Strait Islander communities tend to adopt a logic of intervention, where current policy discourse has been narrowed to measures of school attendance, workforce participation and community safety (see Gordon, 2015). In this context, culture is sometimes viewed as unimportant, or even a problem to be overcome within efforts to ‘Close the Gap’ (Abbott, 2015) between Aboriginal and Torres Strait Islanders and other Australians. This paper draws on the work of Arjun Appadurai, who argues that strengthening cultural capacity, more specifically, the ‘capacity to aspire’ and ‘voice’ (Appadurai, 2004, p. 66) generates future-oriented thinking, foundational to notions of development. Two case studies are shared as examples of remote community research methodology in practice and where the logic of strengthening cultural capacity has been applied. In each case, this approach has required flexibility, working across research disciplines, and complex negotiations across points of significant epistemological difference as local voices and aspirations are privileged. Methodological adjustments are required and negotiated for strengthening local voices, language and conceptual development in each case, and the emergence of a language of aspiration and future thinking informs the analysis. Finally, in arguing for institutional structures that might assist in strengthening cultural capacity in remote communities, the concept of a tristate hub is proposed. Such a model offers potential for ‘decolonial knowledge-making’ (Nakata et al., 2012) and pursuing research-informed social and economic justice in remote Aboriginal and Torres Strait Islander communities.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82714998","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}

引用次数: 4

Synthesis and Integration, CRC for Remote Economic Participation, Ninti One; and Northern Institute, Charles Darwin University 综合与整合，远程经济参与的CRC, Ninti One;以及查尔斯·达尔文大学的北方研究所

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-01-01 DOI: 10.18793/LCJ2016.19.01

J. Lovell

引用次数: 0

Clontarf to Curtin: Row AHEAD and Tertiary Affinity 克朗塔对科廷:排在前面和三级亲和

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2015-10-01 DOI: 10.18793/lcj2015.17.06

C. Thorn, Carl R. Flodin

引用次数: 4

Making an online dictionary for Central Australian sign languages 为中澳大利亚手语制作在线词典

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2015-09-01 DOI: 10.18793/lcj2015.16.04

Margaret Carew, Jennifer M. Green

引用次数: 4

Making Money: Financial Literacy as an Object of Governance 赚钱:作为治理对象的金融素养

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.15.07

M. Christie

{"title":"Making Money: Financial Literacy as an Object of Governance","authors":"M. Christie","doi":"10.18793/LCJ2015.15.07","DOIUrl":"https://doi.org/10.18793/LCJ2015.15.07","url":null,"abstract":"I had been told a couple of times that I had to clear out from the university server, a great mass of computer files from previous research projects – gigabytes of notes, videos, spreadsheets, ethics applications, reports, notes and reflections - associated with different projects over the years, all rather badly organised. Working in a relatively new, relatively remote Australian university, I enjoy being relatively unencumbered by academic traditions, but am suddenly constrained by the limits of our technology and my ability to use it. I must put all the files on a ‘USB Pen Drive’ and take them to ‘Records and Archives’ for storage. Then I must wipe the V: drive. If I want any archived file, I can walk down to ‘Records & Archives’ with a memory stick and request a copy. It is a strange feeling looking through all those files. They contain traces of so much interesting work undertaken since the computer server was introduced to store the objects of our work. There was a tinge of pride in all the complex collaborative work I had undertaken with Yolŋu Aboriginal people, and with colleagues and government workers, but that pride was spoilt by the feeling that so much of the material has remained unexamined, and never retold or reworked, and worse, that so many of the papers and reports – mostly to governments but also to industry and NGOs – really didn’t lead to much change on the ground. We seem to have been given more and more work over the past twenty years, with those who fund the research paying less and less attention to what we produce. In my cleaning work, I spotted a folder called ‘Financial Literacy Evaluation 2008’. Our cross-cultural consultancy group, which we called the Yolŋu Aboriginal Consultancy Initiative, had been asked to evaluate a program of Financial Literacy training for a small credit union based in the Northern Territory (which I’ll call ‘Small Bank’), dedicated to serving the financial needs of remote Aboriginal communities. The evaluation was being funded by a major national financial institution (which I’ll call ‘Big Bank’) as part of its commitment to ‘reconciliation’1. I began to piece back together in my mind why and how we had been invited to undertake this consultancy as I, pretty much randomly, opened up the most interesting-sounding files in what turned out to be a large trove of documents.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75380641","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}

引用次数: 1

Speaking with one voice: A partnerships approach in RMIT's 'I Belong' program 用一个声音说话:RMIT“我属于”项目的合作方式

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2015-01-01 DOI: 10.18793/lcj2015.17.03

A. Fricker

{"title":"Speaking with one voice: A partnerships approach in RMIT's 'I Belong' program","authors":"A. Fricker","doi":"10.18793/lcj2015.17.03","DOIUrl":"https://doi.org/10.18793/lcj2015.17.03","url":null,"abstract":"RMIT University is committed to increasing and improving the academic outcomes and access of all students in Victoria regardless of their circumstances and backgrounds. In 2001 RMIT invested in a program which would provide students with opportunities to grow their tertiary access and participation for equity groups. Initially the Schools Network Access Program (SNAP) was made available to seven under-represented Melbourne secondary schools. Since 2001 SNAP has increased to include over 170 Victorian secondary schools with further expansion scheduled in 2016. Students who complete year 12 at these schools are eligible to apply as a SNAP student, and as part of this access scheme they can have their Australian Tertiary Admission Rank (ATAR) increased by up to twenty points. This access for the students has been informed by the research conducted which found that students from non-selective government schools performed more highly than students from independent schools who achieved the same ATAR score (Dobson & Skuja, 2005). Given that a disproportionate number of students from disadvantaged backgrounds attend government schools (Gonski, Boston, Greiner, Lawrence, Scales, & Tannock, 2011); this suggests that low socio-economic status students with ATAR scores lower than the course cut-off who gain access through equity schemes will succeed at university provided that their scores are close to the cut-off level (QUT Equity Services, 2012). A key component of SNAP is the I Belong outreach program. I Belong commenced in 2011 and was designed to give students an authentic university experience and build aspirations to embark on a tertiary qualification. In 2014 RMIT hosted over 3500 secondary students on campus through the I Belong program.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89511440","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}

引用次数: 2

Final Comments: Objects of Governance as Simultaneously Governed and Governing 最后的评论:同时被治理和被治理的治理对象

IF 1.1

Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.15.10

Helen Verran, M. Christie

{"title":"Final Comments: Objects of Governance as Simultaneously Governed and Governing","authors":"Helen Verran, M. Christie","doi":"10.18793/LCJ2015.15.10","DOIUrl":"https://doi.org/10.18793/LCJ2015.15.10","url":null,"abstract":"In 2013 a perplexity we had been experiencing for some time around the apparently unstoppable proliferation of contexts in which “the public problem” of Indigenous governance emerged came to a head. As members of an informal consultancy team established within the Contemporary Indigenous Knowledge and Governance Group in the policy research institute where, near the ends of our careers, we find ourselves based, we were asked by a group of concerned government officers – both Federal and Territory, to intervene in ‘governance training’ in five Aboriginal communities. Top-down delivery of Government funded training services on a fly-in-fly-out basis has become a huge industry in Aboriginal Australia, yet a bad smell of failure persistently hangs around these programs. The amount of funding we were offered for our work was significant, but still the size of a ‘rounding error’ in government budgets for governance and leadership training in Australian Aboriginal communities. And like much useful research funding, it was offered to us at short notice, at the end of a financial year. Our very different research-informed approach to services delivery was seen as an alternative to what was not working, and we were approached by people in government with whom we had established relations of confidence and trust. Contracts were duly signed and we found ourselves deeply involved with a group of younger scholars in delivering the ‘Indigenous Governance Development and Leadership Project’ (IGDLP). This in part is the origins of our writers ‘workshop on objects of governance, and this volume.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90919354","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}

引用次数: 0