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Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, 'Indigenous' will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term 'Indigenous' as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the diversity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers' cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies. [ABSTRACT FROM AUTHOR]

This paper explores strategies that support Aboriginal parents' mastery of evidence-based early learning strategies, and their impact on young Aboriginal children's learning outcomes. The three-year study followed 32 parent-child dyads attending Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities in 2015–2017. Trained FaFT staff provided parents with coaching in the use of Conversational Reading—an evidence-based shared reading strategy in first language—at FaFT. The study examined patterns of parent mastery across the three-year study period, the relationship between levels of parent-child participation at FaFT (program dosage) and parent mastery, and the impact of parent mastery of Conversational Reading on young Aboriginal children's language and learning outcomes. By including measures of parent-child participation and parent mastery of key program strategies at three time points, the study also provides a picture of the fidelity of program implementation across the study period. The findings indicate that parents' mastery of strategies (and thus the fidelity of program implementation) increased over time in line with the program dosage parents received. Higher levels of parent-child participation at FaFT and parent mastery of strategies at the end of the program were positively associated with children's language and learning outcomes. This study demonstrates that the provision of coaching at playgroup is an effective way to build parent capacity in the implementation of evidence-based early learning strategies, and that supporting parent mastery of teaching strategies has the potential to improve the learning outcomes of young children in remote Aboriginal communities. [ABSTRACT FROM AUTHOR]

Introduction: Cancer patients in Australia's Northern Territory (NT) face unique challenges to accessing cancer-related community and allied health services (referred here as 'health services'). This is in part due to the NT's unique geographic, socioeconomic and demographic profile. This paper describes the use of health services by cancer patients in the NT.Methods: Adult cancer patients attending appointments at a cancer centre in Darwin, NT and who were diagnosed within the past five years were invited to participate in face-to-face interviews about their use of allied and community health services. A descriptive analysis of health services utilization was conducted.Results: Of the 76 participants interviewed, 63% identified as non-Indigenous, 53% female and 45% lived in very remote areas. Mean age at interview was 58.7 years (SD 13.2). Overall, 82% of participants utilized at least one health service since their cancer diagnosis. All Indigenous participants used at least one service, while 28% of non-Indigenous participants did not use any health service. The services most frequently used by participants were community services (42%) and information sources (40%).Conclusion: The findings from this study suggest there is variation in the type of community and allied health services used by NT cancer patients across clinical and demographic groups (including Indigenous status). Further qualitative enquiry is needed to better understand this variation, which may reflect differences in service preference, accessibility, health literacy of patients or patient engagement. Such knowledge may inform service delivery improvements to better support cancer patients through their cancer care pathway. [ABSTRACT FROM AUTHOR]

There is a growing awareness that some children transition into formal schooling more readily than others. Compelling evidence indicates that children familiar with the skills and knowledge associated with the dominant practices of literacy teaching in schools have an advantage. While families play a pivotal role in children's early literacy development, there is often a disjuncture between the literacy experiences of children from minority backgrounds and those they encounter on entry into formal schooling. Quality teaching in the prior-to-school setting becomes increasingly important for these children. This paper first examines what research and the literature reveal about successful transitioning of children into formal schooling, successful early literacy practices, and the importance of a quality early childhood education. This sets the backdrop for a description of an early literacy initiative, which took place in six remote Aboriginal communities in the Northern Territory, Australia, where all the early childhood educators were under- or un-qualified. Significant aspects emerging from the initiative were: the engagement of the Elders in the community for the implementation of the initiative; the 'two-way' learning between the non-Indigenous University mentor and the Aboriginal early childhood educator in each community; the necessity for making Indigenous ways of knowing, being and doing a key pillar of the children's literacy learning; the bilingual nature of the initiative; and the University mentors gradually stepping further and further away, moving from teacher, to coach, to mentor, as the skills and confidence of the early childhood educators developed. [ABSTRACT FROM AUTHOR]