Australian Journal of Indigenous Education最新文献_第8页

Addressing the knowledge gap of Indigenous public health: reflections from an Indigenous public health graduate 解决土著公共卫生方面的知识差距:一名土著公共卫生毕业生的思考

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-09 DOI: 10.1017/jie.2020.15

N. Lee

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引用次数: 3

Racial complaint and sovereign divergence: the case of Australia's first Indigenous ophthalmologist 种族抱怨和主权分歧:澳大利亚第一位土著眼科医生的案例

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-09 DOI: 10.1017/jie.2020.17

David Singh

{"title":"Racial complaint and sovereign divergence: the case of Australia's first Indigenous ophthalmologist","authors":"David Singh","doi":"10.1017/jie.2020.17","DOIUrl":"https://doi.org/10.1017/jie.2020.17","url":null,"abstract":"Abstract This is a reflective piece that examines the nature of racial complaint with reference to Dr Kris Rallah-Baker's concerns about the racism that characterised his medical education. It will further examine the anti-racist campaign that sprung up in support of Rallah-Baker with a view to illustrating the limits of conventional critical race theory in understanding the course of events. Using the work of Aileen Moreton-Robinson, Gramsci and Stuart Hall, it will be argued that the Rallah-Baker case illustrates that Australian hegemonic formations can never quite command total legitimacy because sovereign formations, anti-racist in outlook, erupt with a frequency and facticity that lay bare the conceit of settler-colonialism. In so doing the paper will work towards an understanding of the critical Indigenous/race paradigm that goes beyond critical race insights borne of other places and experiences. As will be seen, what followed Rallah-Baker's complaint, the campaign that supported him and the concessions finally won was not, as critical race theory is wont to claim, a case simply of ‘interest convergence’; rather it was, I propose, an example of ‘sovereign divergence’.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.17","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48372719","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

Looking forward looking black: making the case for a radical rethink of strategies for success in Indigenous higher education 展望未来的黑人：为彻底反思土著高等教育的成功战略提供理由

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-09 DOI: 10.1017/jie.2020.13

Chelsea J. Bond, M. Brough, Bryan Mukandi, Shannon Springer, D. Askew, Janet Stajic

引用次数: 3

JIE volume 49 issue 1 Cover and Back matter JIE第49卷第1期封面和封底

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-08-01 DOI: 10.1017/jie.2020.10

引用次数: 0

JIE volume 49 issue 1 Cover and Front matter JIE第49卷第1期封面和封面

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-08-01 DOI: 10.1017/jie.2020.9

引用次数: 0

Editorial 社论

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-08-01 DOI: 10.1017/jie.2020.4

B. Fredericks, M. Nakata, Katelyn Barney

引用次数: 0

Building effective school–community partnerships in Aboriginal remote school settings 在土著偏远学校环境中建立有效的学校-社区伙伴关系

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-07-30 DOI: 10.1017/jie.2020.11

Graeme C Gower, C. Ferguson, S. Forrest

{"title":"Building effective school–community partnerships in Aboriginal remote school settings","authors":"Graeme C Gower, C. Ferguson, S. Forrest","doi":"10.1017/jie.2020.11","DOIUrl":"https://doi.org/10.1017/jie.2020.11","url":null,"abstract":"Abstract The benefits of school and community partnerships are well documented in government reports and the academic literature. A number of government initiatives have been introduced to actively involve parents and the community in school matters. In addition, various agencies have produced resource kits and guidelines to assist schools and communities to develop and foster partnerships, and partnership agreements. Much of this study has focused on working with Aboriginal peoples. The use of the term, ‘Aboriginal’ in this paper refers to Aboriginal and Torres Strait Islander people. Initiatives such as ‘What Works’ have had some success in building strong Aboriginal community and school partnerships, however, the literature also reveals that despite such initiatives, the levels of success vary from school to school, with some partnerships unable to develop or be sustained. In responding to a gap in the current knowledge, the authors examine the value of school–community partnerships in a rural and remote school where the percentage of Aboriginal Australian students is high. A brief summary of the outcomes of some of the major initiatives with aims to build effective school and community partnerships is provided. This is followed by the findings from a small pilot research study on the implementation of initiatives to build strong school–community relationships in rural and remote Indigenous school settings in Western Australia. The challenges that may inhibit the establishment of successful school–community relationships/collaboration are discussed and suggestions provided on how these challenges can be addressed.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46568035","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: 3

Learning from high-attending urban Indigenous students: a case study 向高入学率的城市土著学生学习:一个案例研究

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-06-19 DOI: 10.1017/jie.2020.6

L. Baxter, N. Meyers

{"title":"Learning from high-attending urban Indigenous students: a case study","authors":"L. Baxter, N. Meyers","doi":"10.1017/jie.2020.6","DOIUrl":"https://doi.org/10.1017/jie.2020.6","url":null,"abstract":"Abstract This project focused on 45 Indigenous students who attended most often (90–100%) at an Australian urban primary school to identify factors that facilitate high attendance. We analysed student records and to provide student voice, an Indigenous Worker in the school conducted a student questionnaire. Student responses showed friendships, relationships, family stability and resilience were important contributors for high attendance. Administrative data revealed poverty was the only almost universally shared trait. Common characteristics among students were identified at cohort-level. At student-level, no combination or single trait applied to every high-attending student. They showed great diversity. The study school's attendance strategies included increasing cultural inclusion and support for students living in poverty, which positively impacted many students' attendance, although not all. A personalised approach was also required. An Indigenous Worker identified individual student's attendance barriers and tailored solutions. If school-level strategies are ineffective for all students, strategies and policies designed for all of Australia's Indigenous students will also affect only some of the population. Without a personalised approach, Closing the Gap attendance strategies were limited in reach, and ultimately success. Refreshing the Closing the Gap strategy now provides opportunities for attendance strategies to include personalised approaches.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819868","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

Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively 在远北昆士兰协商明确教学和文化响应教学法的教学要求:明确教学，响应响应

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-06-17 DOI: 10.1017/jie.2020.5

Karen D’Aietti, B. Lewthwaite, Philemon Chigeza

{"title":"Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively","authors":"Karen D’Aietti, B. Lewthwaite, Philemon Chigeza","doi":"10.1017/jie.2020.5","DOIUrl":"https://doi.org/10.1017/jie.2020.5","url":null,"abstract":"This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective journal, teacher observations, informal student dialogue sessions, yarning circles and student work samples, the first author (D'Aietti) endeavoured to adjust her teaching practice to determine how best to meet her learners' needs. Through on-going critical reflection, engagement with two critical friends and in consultation with a cultural mentorship group, her teaching underwent transformation. One of the key findings of this study was that students want to learn, and for this to occur, teachers must independently navigate the curriculum documents, and in doing so, the explicit instruction model must be re-aligned, re-adjusted and re-positioned to suit Torres Strait Islander student needs.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48276740","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

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies 为澳大利亚土著研究中的种族和交叉性教学创造更安全的空间

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-06-05 DOI: 10.1017/jie.2020.8

L. Anderson, Lynette Riley

引用次数: 5