一点撕裂和撕裂:土著参与官员对其社区和工作场所角色的认知的解释性研究

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Mason, Jane Southcott
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引用次数: 0

摘要

澳大利亚政府(AG)在北领地(NT)的许多偏远原住民社区雇佣了原住民参与官员(IEO)。IEO是受人尊敬的社区成员,他们运用对当地传统、语言和政治的深刻理解,为政府提供专业的文化建议。工作场所和文化义务的优先顺序相互竞争,使IEO的角色在本质上具有压力和二分法。IEO的工作经验和认知在很大程度上仍未被探索,对与该角色相关的重大跨文化问题也缺乏了解。IEO通常面临持续的工作压力,无法满负荷工作。这项定性研究探讨了参与者在工作场所和社区角色方面的意义,为AG制定适合文化的培训和支持IEO提供信息。该研究通过对现象学经验敏感的解释过程,从六个IEO中获取了详细信息。通过个人访谈和焦点小组会议,收集与工作场所相关的个人意义。解释现象学分析方法应用于由此产生的具体数据集,揭示了一系列上级主题,包括对认可的渴望和被抛弃的感觉。研究结果表明,有必要在工作场所纳入正确的文化规程,并在专业发展活动中优先考虑原住民的学习风格。在未来的能力建设战略中,迫切需要为IEO提供一系列工作场所支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Bit of Ripping and Tearing: An Interpretative Study of Indigenous Engagement Officers’ Perceptions Regarding Their Community and Workplace Roles
The Australian Government (AG) employs Indigenous Engagement Officers (IEO) in many of the remote Aboriginal communities of the Northern Territory (NT). IEOs are respected community members who apply their deep understanding of local tradition, language and politics in providing expert cultural advice to government. Competing priorities of workplace and cultural obligation make the IEO role stressful and dichotomous in nature. The workplace experiences and perceptions of IEOs remain largely unexplored and there is scant understanding of the significant crosscultural issues associated with the role. IEOs typically confront ongoing workplace stress and are unable to perform at full capacity. This qualitative study explores participant meaning regarding workplace and community roles to inform the AG in development of culturally appropriate training and support for IEOs. The study captures detailed information from six IEOs through an interpretive process sensitive to phenomenological experience. Personal meanings associated with the workplace are assembled through individual interviews and focus group sessions. Interpretative Phenomenological Analysis methodology is applied to the resulting idiographic dataset in exposing a range of superordinate themes including desire for recognition and feelings of abandonment. Findings reveal the need to incorporate correct cultural protocols in the workplace and give preference for Aboriginal learning styles in professional development activities. There is urgent need for a range of workplace supports for IEOs in future capacity-building strategies.
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来源期刊
Australian Journal of Indigenous Education
Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.80
自引率
12.50%
发文量
13
期刊介绍: Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.
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