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Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Human Serv & Soc Wrk, Griffith Health, Despite the prevalence of First Australian deaths by suicide there is a lack of services developed and delivered by First Australians and limited evidence for the effectiveness of mainstream programs. This dissertation is focused on developing a better understanding of First Australian suicidal ideation and suicide-related behaviours in order to inform effective responses to suicide in our communities. As a First Australian researcher I subscribed to a research model based on an Indigenist paradigm. The Indigenist paradigm entails a cultural alliance with the First Australian community and participants in this research. My enculturation as a First Australian obliges me to work with the First Australian community to pursue emancipation by challenging structures and societal issues that oppress First Australians. My established professional, family and personal relationships within the First Australian community in the regional city of Mackay (Queensland, Australia) facilitated my engagement with the community in this research. My engagement with this research began at the time of a cluster of deaths by suicide of First Australian youth within Mackay’s First Australian community. I participated in an initial investigation of this suicide cluster to strengthen the community’s knowledge about deaths by suicide. My work has been overseen by an Indigenous Critical Reference Group consisting of highly respected community representatives. Given deaths by suicide continued to affect Mackay’s First Australian community, the Indigenous Critical Reference Group requested a deeper understanding of the issues that needed to be addressed and proposed my involvement in continued research. Their request led to this thesis, ensuring that this dissertation represents true community-driven research. To respond to the request of the Indigenous Critical Reference Group, I revisited the initial investigation. During the initial interviews, some participants shared their own personal exper

Causal attributions are important determinants of how health threats are processed and affect health-related behaviors. To date, there has been no research on causal attributions in genetic conditions in Aboriginal Australians. Forty members of a large Aboriginal Australian family with Marfan syndrome (MFS) were invited to participate in an ethically approved study exploring causal attributions, including perceived causes of phenotypic variability within the family. Eighteen individuals consented to conduct semi-structured qualitative interviews, which were recorded, transcribed verbatim and analyzed thematically. Most participants knew that MFS was genetic, but there were diverse theories about inheritance, including beliefs that it skipped generations, was affected by birth order and/or gender, and that it co-occurred with inheritance of blue eyes within this family. The mutation was thought to have been inherited from British settlers and initially triggered by disease or diet. Factors believed to modify disease severity included other genes and lifestyle factors, particularly alcohol and substance abuse and stress. Generally, this family did not endorse “blaming” chance or a higher power for phenotypic variability, though some felt that the spirits or a deity may have played a role. In conclusion, although participants knew MFS was a genetic condition, many speculated about the role of non-genetic causes in initiating the original mutation; and the gene-environment interaction was thought to affect severity. This study demonstrates a successful approach for exploring causal attributions in other genetic conditions in First Australians.

Despite the prevalence of First Australian deaths by suicide there is a lack of services developed and delivered by First Australians and limited evidence for the effectiveness of mainstream programs. This dissertation is focused on developing a better understanding of First Australian suicidal ideation and suicide-related behaviours in order to inform effective responses to suicide in our communities. As a First Australian researcher I subscribed to a research model based on an Indigenist paradigm. The Indigenist paradigm entails a cultural alliance with the First Australian community and participants in this research. My enculturation as a First Australian obliges me to work with the First Australian community to pursue emancipation by challenging structures and societal issues that oppress First Australians. My established professional, family and personal relationships within the First Australian community in the regional city of Mackay (Queensland, Australia) facilitated my engagement with the community in this research. My engagement with this research began at the time of a cluster of deaths by suicide of First Australian youth within Mackay’s First Australian community. I participated in an initial investigation of this suicide cluster to strengthen the community’s knowledge about deaths by suicide. My work has been overseen by an Indigenous Critical Reference Group consisting of highly respected community representatives. Given deaths by suicide continued to affect Mackay’s First Australian community, the Indigenous Critical Reference Group requested a deeper understanding of the issues that needed to be addressed and proposed my involvement in continued research. Their request led to this thesis, ensuring that this dissertation represents true community-driven research. To respond to the request of the Indigenous Critical Reference Group, I revisited the initial investigation. During the initial interviews, some participants shared their own personal exper, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Human Serv & Soc Wrk, Griffith Health, Full Text

Boarding school has been and continues to be an important stage in the educational experiences of many Aboriginal people living in remote communities in Northern Territory, Australia. The experience of moving away from family, land and community presents many challenges for students moving to boarding school and managing the dramatic transition between two vastly different cultures. This study focused on identifying the factors that help students successfully transition from a remote community to boarding school. The study used an explanatory sequential mixed methods approach to investigate and analyse the experiences of Aboriginal students at a regional boarding school in the Northern Territory. Critical race theory was used as a theoretical lens throughout the study design, data collection, analysis and discussion. Quantitative enrolment data from 108 boarding students was analysed to identify aspects that correlated with a successful transition to boarding school. These findings were incorporated into two focus group discussions and one semi structured interview with students from a boarding school in Darwin, Northern Territory. The qualitative data was thematically analysed to draw themes and sub themes for further discussion. The findings indicate that the transition from small, remote communities is highly challenging. In particular the impact of being away from family and community led to feelings of homesickness and a loss of cultural knowledge and connection to land. Students recognise in the need to return to country, family and community to maintain cultural connections which questions the often assumed benefits of boarding school. Both the quantitative and qualitative data indicate that parents, family and community members provide important mechanisms of support and ensure a successful transition. In particular family support helps students to deal with homesickness, provide encouragement and help maintain a connection to culture. This thesis, provides

This research is situated in the Ngemba community which includes the township known as Brewarrina. It is located approximately 900 kms north west of Sydney and classified ‘Very Remote Australia’. Brewarrina’s recorded Aboriginal population in 2016 was 71.09% contrasted with the total Indigenous Australian population being 2.8%. The Australian Government have identified Brewarrina in the ‘Digital Divide’ category. Closing the gap on socio-economic disadvantage and the digital divide is directly related to economic development and national priorities include Aboriginal peoples’ employment as an identified target under the banner of the 'Close the Gap' initiative. The Australian government stated the national broadband network (NBN) initiative and ICTs would assist in achieving such priorities. Despite such strategies and initiatives, direct action has yet to be realised. This raises opportunities for targeted networking interactions within and beyond community, offering innovative approaches to countering these priorities. This research will implement and verify an innovative model that facilitates community digital entrepreneurship. The model proposes several practical applications, including community members' ability to promote community entrepreneurship and community members’ skills development.

Information and communications technologies (ICT) are seen as crucial in improving educational opportunities and outcomes for children in remote communities. Yet these technologies are often viewed with suspicion by Indigenous communities in allowing access to material seen as potentially damaging to local culture such as gambling and pornography. This paper will discuss a project that attempted to forge strong links between community and school by engaging Indigenous children in literacy learning activities aimed at preserving local Indigenous culture through the use of mobile technologies. The results indicated that to achieve these aims the key school personnel were the Aboriginal Education Workers as they form the link between the school and the local community.

The continued disparities between Aboriginal and non-Aboriginal peoples health and well-being means that social workers are increasingly required to practice with Australian Aboriginal peoples. Hence, if Aboriginal health outcomes are to improve, it is vital that social work students be adequately prepared for practice that is culturally safe. Culturally safe practice is a professional peak body standard, yet, little literature discusses the importance of educating social work students within the higher education system. This article argues that the obligation of student preparation falls on the higher education sector to ensure that students are knowledgeable in culturally safe practice, for the benefit of Aboriginal peoples and communities, and for social workers ethical and professional practice.

Mental disorders constitute a major burden of disease in Aboriginal and Torres Strait Islander(hereafter Aboriginal) Australians who are also over-represented in the prison system. A legacy of colonisation compounds such prevalence and is further exacerbated by the persistence of racial discrimination and insensitivity across many sectors including health. This research completed in a Western Australian forensic mental health setting identifies non-Aboriginal health professionals’ support needs to deliver high quality, culturally safe care to Aboriginal patients. Data were collected from health professionals using an online survey and ten semi-structured interviews. Survey and interview results found ongoing education was needed for staff to provide culturally safe care where Aboriginal knowledge beliefs and values were respected. Findings also support previous research linking Indigenous health providers to improved health outcomes for Aboriginal patients. In a colonised country like Australia, education programs that critically reflect on power relations privileging white Anglo-Australian cultural dominance and subjugating Aboriginal knowledge, beliefs and values are important to identify factors promoting or compromising care of Aboriginal patients and developing a deeper understanding of ‘cultural safety’ and its clinical application. Organisational commitment is needed to translate findings to support non-Aboriginal health professionals deliver high quality care to Aboriginal patients that is respectful of cultural differences.

Introduction:This study sought to determine the construct validity of two self-report measures of attitudes towards Aboriginal Australians and Torres Strait Islanders against an implicit measure of attitude.Method:Total of 102 volunteer participants completed the three measures in a randomized order.The explicit measures of prejudice towards Aboriginal Australians were the Modern Racism Scale (MRS) and the Attitudes Towards Indigenous Australians Scale (ATIAS). The implicit attitudes measure was an adaptation of the Implicit Association Test (IAT) and utilised simple drawn head-and-shoulder images of Aboriginal Australians and White Australians as the stimuli.Results:Both explicit measures and implicit measure varied in the extent to which negative prejudicial attitudes were held by participants, and the corresponding construct validities were unimpressive.The MRS was significantly correlated with the IAT,(r=.314;p<.05) where the ATIAS was not significantly correlated with IAT scores (r=.12).Conclusion:Of the two self-report measures of attitudes towards Aboriginal Australians, only the MRS evidenced validity when compared with the use of an implicit attitude measure.

Introduction:This study sought to determine the construct validity of two self-report measures of attitudes towards Aboriginal Australians and Torres Strait Islanders against an implicit measure of attitude.Method:Total of 102 volunteer participants completed the three measures in a randomized order.The explicit measures of prejudice towards Aboriginal Australians were the Modern Racism Scale (MRS) and the Attitudes Towards Indigenous Australians Scale (ATIAS). The implicit attitudes measure was an adaptation of the Implicit Association Test (IAT) and utilised simple drawn head-and-shoulder images of Aboriginal Australians and White Australians as the stimuli.Results:Both explicit measures and implicit measure varied in the extent to which negative prejudicial attitudes were held by participants, and the corresponding construct validities were unimpressive.The MRS was significantly correlated with the IAT,(r=.314;p<.05) where the ATIAS was not significantly correlated with IAT scores (r=.12).Conclusion:Of the two self-report measures of attitudes towards Aboriginal Australians, only the MRS evidenced validity when compared with the use of an implicit attitude measure.

Most policies addressing Aboriginal health in Australia promote initiatives that are based on empowerment principles. Articulated programme components are necessary to support personal and group empowerment and to assist individuals in gaining the sense of control and purposefulness needed to exert their political and personal power in the face of the severe stress and powerlessness faced by the Australian Aboriginal people. This paper aims to provide a detailed description of the mechanisms underpinning a 'bottom-up' empowerment initiative, the Family well-being empowerment and leadership programme (FWB), and to analyze how the programme supports empowerment. The five stages of FWB were described and the validity of this model was assessed through the combination of participatory observation, documentation analysis, literature review, semi-structured interviews and iterative feedback with different analytical perspectives. Our study results articulated four distinct programme components: the setting plus inter-relational, educational and experiential actions. FWB is an example of the promotion of both outcome and process pathways towards empowerment. Potential applications of the programme are discussed. © The Author(s) 2012.

"That Blackfella Bloodsucka Dance!" A novel in which a part-blood Aboriginal Australian becomes a full-blood vampire (see the above pdf for the first 50 pages FREE!). Synopsis. In this bold and cheeky meditation on religion, middle-aged muscleman, uncertain Catholic and wanna-be academic Sterling de Bortoli is a self-described Octaroon: a one eighth Aboriginal Australian. Neither black nor white this part-blood Blackfella struggles with concepts of identity, moving between the two worlds but not really belonging to either. Thus he pursues a frustrated, anarchic, homeless existence in Canberra and Melbourne, until, through the influence of the Anti-Christ, his Dark Lord Maria, he travels to Islamic Morocco. It's a land completely foreign to his Dreamtime totem, and it's where de Bortoli learns to be a full-blood vampire ... a monster who never says sorry. ISBN: 978-3-8454-4518-2 Available in hard copy and E-book.

Anna Hickey-Mody and Melissa Iocca invented a new name for the cinema-goer at "Bad Boy Bubby" (1993) when they wrote: "In de Heer's film, the viewer is primarily a listener, or aurator, and secondly a spectator" and I have argued the label 'aurator' can also be used for the person experiencing "Ten Canoes" (2006). This Aboriginal Australian Dreamtime fable features dialogue recorded entirely in the Ganalbingu language of the Indigenous people it stars, and is a prime example of what I would suggest can be labeled 'The Aboriginal Australian Films of Rolf de Heer'. "The Tracker" (2002) and "Dr. Plonk" (2007) have also included depictions of Aboriginal Australians and each of the trio utilizes Cat Hope's "innovative sound ideas" to present what I argue is an aural auteur's signature revealing a post-colonial Australian world-view that privileges the justice system and eco-spirituality of Aboriginal Australians.

An exhibition titled "Papunya Painting: Out of the Desert" featuring paintings by the Pintupi people from 1974 to 1981 is held at the National Museum of Australia. The paintings depict features of Western Desert aesthetics that symbolise the life in their land. Papunya Painting: Out of the Desert exhibition presents a powerful selection of early Papunya canvases dipped in the rawness and beauty of the country of the Pintupi spirit. Presence is palpable in the gallery space. The painted ground of the desert shakes with presence that jumps off the canvas and dances towards the audience. Curator Vivien Johnson has honoured the artists’ intent to communicate their grounded spirituality by situating these works in their cultural and historical contexts. The Pintupi stories of person, place and spirit in country form an intangible web suspending the paintings in meaning as they travel through different times and spaces. Acquired by the Aboriginal Arts Board in the 1970s and 1980s, these paintings have been in the custodianship of the National Museum of Australia since 1990 and now, after more than 30 years in seclusion, this unique collection has emerged into the light (Johnson 2007: 30).

The Northern Territory (NT) of Australia is home to 80 different Aboriginal cultural groups; 40 different Indigenous languages are still spoken as a first language. Aboriginal children make up 40 per cent of the school aged population of the NT by comparison with 4 per cent nationally; by 2014 they will make up 50 per cent. These children perform poorly on National testing scales and, as a consequence of the remoteness of their communities, it is extremely difficult to recruit and retain teachers. This results in a lack of continuity in education for these children who are most at risk of failing. Against that backdrop, this paper describes the "Growing Our Own" Indigenous teacher education initiative currently being undertaken by Charles Darwin University in partnership with remote Aboriginal communities to reverse these trends. This project aims to empower Indigenous Assistant Teachers to join culturally relevant ways of being, knowing and doing with contemporary curriculum and pedagogical knowledge as they complete their teacher education, in situ, and to empower non-Indigenous Mentor Teachers to understand culturally relevant Indigenous ways of being, knowing and doing and infuse these with contemporary curriculum and pedagogical knowledge to strengthen opportunities for children’s learning. Achievements in this endeavour resulting in increased social capital within communities, are reported. Since the traditional Western conceptualisation of a teacher has previously not worked for children in remote Aboriginal communities, an interesting aspect of the current initiative is the co-construction with students and community of what characteristics would comprise a successful teacher in that context.

Cancer has become one of the major chronic diseases among Aboriginal and Torres Strait Islander people of Australia, and was declared a health priority in the National Aboriginal and Torres Strait Islander Health Strategy in 2001. Since then efforts have been instigated to improve the epidemiological information with regard to cancer among Aboriginal Australians in several jurisdictions. Specific issues related to cancer have been identified. Aboriginal Australians compared with non-Aboriginal people have higher occurrence of preventable cancers and are less likely to access cancer screening, are diagnosed at a more advanced stage, have poor continuity of care, lower compliance with treatment and lower five-year survival rates. Several risk factors for higher incidence of some cancers have also been noted. However, these do not adequately explain the reasons behind the delayed presentation, poor compliance and different treatment outcomes of cancer among Aboriginal Australians compared to the total population.To investigate and explore the variations in Aboriginal Australians’ beliefs, understanding and perceptions around cancer and their experiences with cancer services, an exploratory, in-depth qualitative study was undertaken in several locations of Western Australia (WA). This was done with a view to understanding Aboriginal decision-making processes in relation to accessing cancer care in WA. The study was approved by the Human Research Ethics Committee (HREC) of Curtin University, the Western Australian Aboriginal Health Information and Ethics Committee (WAAHIEC), the Royal Perth and Sir Charles Gairdner Hospitals, and by the local Aboriginal Community Controlled Health Services (ACCHS) in regions where the research was conducted.The study adopted a hermeneutic phenomenological research design and used qualitative methods. A hermeneutic phenomenological approach was chosen as this allowed understanding to emerge from the experiences of the participants through

Endemic histoplasmosis occurs uncommonly in Australia and has not previously been reported in the tropical Northern Territory, nor in Aboriginal Australian patients. We report one suspected and one confirmed case of severe disseminated histoplasmosis in Aboriginal Australians from the Northern Territory. Underlying illness included chronic cardiac disease and Type 1 diabetes mellitus, respectively, and neither patient was infected with HIV. The clinical presentations resembled malignancy. Diagnosis of histoplasmosis was made on the basis of bowel histology in Case 1, demonstrating characteristic yeasts, and lymph node histology and culture in Case 2. Histoplasmosis should be considered in relevant clinical situations, even in HIV-negative patients who have not left Australia. (C) 2005 Royal Society of Tropical Medicine and Hygiene. Published by Elsevier Ltd. All. rights reserved.

Endemic histoplasmosis occurs uncommonly in Australia and has not previously been reported in the tropical Northern Territory, nor in Aboriginal Australian patients. We report one suspected and one confirmed case of severe disseminated histoplasmosis in Aboriginal Australians from the Northern Territory. Underlying illness included chronic cardiac disease and Type 1 diabetes mellitus, respectively, and neither patient was infected with HIV. The clinical presentations resembled malignancy. Diagnosis of histoplasmosis was made on the basis of bowel histology in Case 1, demonstrating characteristic yeasts, and lymph node histology and culture in Case 2. Histoplasmosis should be considered in relevant clinical situations, even in HIV-negative patients who have not left Australia. (C) 2005 Royal Society of Tropical Medicine and Hygiene. Published by Elsevier Ltd. All. rights reserved.

The thesis is an exploration of how indigenous knowledge has emerged as a subject within Australian intellectual property law. It uses the context of copyright law to illustrate this development. The work presents an analysis of the political, social and cultural intersections that influence legal possibilities and effect practical expectations of the law in this area.The dilemma of protecting indigenous knowledge resonates with tensions that characterise intellectual property as a whole. The metaphysical dimensions of intellectual property have always been insecure but these difficulties come to the fore with the identification of boundaries and markers that establish property in indigenous subject matter. While intellectual property law is always managing difference, the politics of law are more transparent when managing indigenous concerns. Rather than assume the naturalness of the category of indigenous knowledge within law, this work interrogates the politics of its construction precisely as a ‘special’ category. Employing a multidisciplinary methodology, engaging theories of governmental rationality that draws upon the scholarship of Michel Foucault to appreciate strategies of managing and directing knowledge, the thesis considers how the politics of law is infused by cultural, political, bureaucratic and individual factors. Key elements in Australia that have pushed the law to consider expressions of indigenous knowledge in intellectual property can be located in changing political environments, governmental intervention through strategic reports, cultural sensitivity articulated in case law and innovative instances of individual agency. The intersection of these elements reveals a dynamic that exerts influence in the shape the law takes.

National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operati

Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of

This paper examines the number sense of urban Aboriginal primary students attending school in Perth. The subjects were asked to complete a test designed to assess their number sense, which has been defined as "[a] propensity for and an ability to use numbers and quantitative methods as a means of communicating, processing and interpreting information" (McIntosh, Reys, Reys, Bana & Farrell, 1997, p. 61). It involves an intuitive understanding about numbers and how to use them in practical ways. Some subjects were also interviewed, so that a greater understanding of their number sens8 could be gained. It was found that there was a difference in the scores on the number sense test of the Aboriginal subjects and the scores of an Australian sample tested in an earlier study (McIntosh, Reys, Reys, Sana & Farrell, 1997). The Aboriginal sample group scored lower. However, there was a non-Aboriginal sample group tested in the current study. The number sense test scores of this group were not significantly different to those of the Aboriginal subjects. Several reasons, which are also seen as being limitations to this study, have been suggested for these results. The sample size was limited in the present study. The subjects were not randomly selected, and are not representative of the population. There are factors associated with the location of the school which are likely to influence the general academic performance of the subjects, as well as their performance on the number sense test. These factors include unemployment, low incomes and lack of formal qualifications in the homes of some of the subjects. Language differences and absenteeism were also considered as possible influences on the performance of the subjects on the number sense test. Some interesting cultural issues also arose, suggesting several avenues for further study. The study has supported previous research into the informal learning styles of Aboriginal people. Some important implications for classroom mat

Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of

This paper examines the number sense of urban Aboriginal primary students attending school in Perth. The subjects were asked to complete a test designed to assess their number sense, which has been defined as "[a] propensity for and an ability to use numbers and quantitative methods as a means of communicating, processing and interpreting information" (McIntosh, Reys, Reys, Bana & Farrell, 1997, p. 61). It involves an intuitive understanding about numbers and how to use them in practical ways. Some subjects were also interviewed, so that a greater understanding of their number sens8 could be gained. It was found that there was a difference in the scores on the number sense test of the Aboriginal subjects and the scores of an Australian sample tested in an earlier study (McIntosh, Reys, Reys, Sana & Farrell, 1997). The Aboriginal sample group scored lower. However, there was a non-Aboriginal sample group tested in the current study. The number sense test scores of this group were not significantly different to those of the Aboriginal subjects. Several reasons, which are also seen as being limitations to this study, have been suggested for these results. The sample size was limited in the present study. The subjects were not randomly selected, and are not representative of the population. There are factors associated with the location of the school which are likely to influence the general academic performance of the subjects, as well as their performance on the number sense test. These factors include unemployment, low incomes and lack of formal qualifications in the homes of some of the subjects. Language differences and absenteeism were also considered as possible influences on the performance of the subjects on the number sense test. Some interesting cultural issues also arose, suggesting several avenues for further study. The study has supported previous research into the informal learning styles of Aboriginal people. Some important implications for classroom mat

This paper examines the number sense of urban Aboriginal primary students attending school in Perth. The subjects were asked to complete a test designed to assess their number sense, which has been defined as "[a] propensity for and an ability to use numbers and quantitative methods as a means of communicating, processing and interpreting information" (McIntosh, Reys, Reys, Bana & Farrell, 1997, p. 61). It involves an intuitive understanding about numbers and how to use them in practical ways. Some subjects were also interviewed, so that a greater understanding of their number sens8 could be gained. It was found that there was a difference in the scores on the number sense test of the Aboriginal subjects and the scores of an Australian sample tested in an earlier study (McIntosh, Reys, Reys, Sana & Farrell, 1997). The Aboriginal sample group scored lower. However, there was a non-Aboriginal sample group tested in the current study. The number sense test scores of this group were not significantly different to those of the Aboriginal subjects. Several reasons, which are also seen as being limitations to this study, have been suggested for these results. The sample size was limited in the present study. The subjects were not randomly selected, and are not representative of the population. There are factors associated with the location of the school which are likely to influence the general academic performance of the subjects, as well as their performance on the number sense test. These factors include unemployment, low incomes and lack of formal qualifications in the homes of some of the subjects. Language differences and absenteeism were also considered as possible influences on the performance of the subjects on the number sense test. Some interesting cultural issues also arose, suggesting several avenues for further study. The study has supported previous research into the informal learning styles of Aboriginal people. Some important implications for classroom mat

Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of

This paper examines the number sense of urban Aboriginal primary students attending school in Perth. The subjects were asked to complete a test designed to assess their number sense, which has been defined as "[a] propensity for and an ability to use numbers and quantitative methods as a means of communicating, processing and interpreting information" (McIntosh, Reys, Reys, Bana & Farrell, 1997, p. 61). It involves an intuitive understanding about numbers and how to use them in practical ways. Some subjects were also interviewed, so that a greater understanding of their number sens8 could be gained. It was found that there was a difference in the scores on the number sense test of the Aboriginal subjects and the scores of an Australian sample tested in an earlier study (McIntosh, Reys, Reys, Sana & Farrell, 1997). The Aboriginal sample group scored lower. However, there was a non-Aboriginal sample group tested in the current study. The number sense test scores of this group were not significantly different to those of the Aboriginal subjects. Several reasons, which are also seen as being limitations to this study, have been suggested for these results. The sample size was limited in the present study. The subjects were not randomly selected, and are not representative of the population. There are factors associated with the location of the school which are likely to influence the general academic performance of the subjects, as well as their performance on the number sense test. These factors include unemployment, low incomes and lack of formal qualifications in the homes of some of the subjects. Language differences and absenteeism were also considered as possible influences on the performance of the subjects on the number sense test. Some interesting cultural issues also arose, suggesting several avenues for further study. The study has supported previous research into the informal learning styles of Aboriginal people. Some important implications for classroom mat

Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of

This paper examines the number sense of urban Aboriginal primary students attending school in Perth. The subjects were asked to complete a test designed to assess their number sense, which has been defined as "[a] propensity for and an ability to use numbers and quantitative methods as a means of communicating, processing and interpreting information" (McIntosh, Reys, Reys, Bana & Farrell, 1997, p. 61). It involves an intuitive understanding about numbers and how to use them in practical ways. Some subjects were also interviewed, so that a greater understanding of their number sens8 could be gained. It was found that there was a difference in the scores on the number sense test of the Aboriginal subjects and the scores of an Australian sample tested in an earlier study (McIntosh, Reys, Reys, Sana & Farrell, 1997). The Aboriginal sample group scored lower. However, there was a non-Aboriginal sample group tested in the current study. The number sense test scores of this group were not significantly different to those of the Aboriginal subjects. Several reasons, which are also seen as being limitations to this study, have been suggested for these results. The sample size was limited in the present study. The subjects were not randomly selected, and are not representative of the population. There are factors associated with the location of the school which are likely to influence the general academic performance of the subjects, as well as their performance on the number sense test. These factors include unemployment, low incomes and lack of formal qualifications in the homes of some of the subjects. Language differences and absenteeism were also considered as possible influences on the performance of the subjects on the number sense test. Some interesting cultural issues also arose, suggesting several avenues for further study. The study has supported previous research into the informal learning styles of Aboriginal people. Some important implications for classroom mat

Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of

In this thesis the use of Aboriginal designs on postage stamps is examined from an anthropological perspective. Firstly the ways in which Australia Post reached decisions to use Aboriginal designs is considered and the protocols for their use examined. The theoretical ideas of Munn on the ownership of designs, and of Morphy and Keen pertaining to the "economy of knowledge" provides an approach for considering the topic. The archival work for the writing of this thesis was conducted in a short visit to the archives of Australia Post. The research showed the practices of Australia Post with regard to using Aboriginal designs reflects the attitudes of anthropologists and museums toward Aboriginal creativity in the respective time periods. The research has also shown that over time whilst Australia Post initially consulted non-Aboriginal experts and used non-Aboriginal designers Australia Post now consults with prominent Aboriginal people and Aboriginal organisations. Australia Post now uses Aboriginal artists to provide designs that are featured on postage stamps. However, Australia Post does not yet appear to appreciate that while designs may be produced by individual artists, the designs are owned on a community basis with a range of people having varying rights. These rights include the right to produce the design, the right to discuss the meaning of the design in it cultural context and the right to restrict the use and discussion of a design. All of these points are central to the notion of an "economy of knowledge" which is the overriding theme of this thesis.

In this thesis the use of Aboriginal designs on postage stamps is examined from an anthropological perspective. Firstly the ways in which Australia Post reached decisions to use Aboriginal designs is considered and the protocols for their use examined. The theoretical ideas of Munn on the ownership of designs, and of Morphy and Keen pertaining to the "economy of knowledge" provides an approach for considering the topic. The archival work for the writing of this thesis was conducted in a short visit to the archives of Australia Post. The research showed the practices of Australia Post with regard to using Aboriginal designs reflects the attitudes of anthropologists and museums toward Aboriginal creativity in the respective time periods. The research has also shown that over time whilst Australia Post initially consulted non-Aboriginal experts and used non-Aboriginal designers Australia Post now consults with prominent Aboriginal people and Aboriginal organisations. Australia Post now uses Aboriginal artists to provide designs that are featured on postage stamps. However, Australia Post does not yet appear to appreciate that while designs may be produced by individual artists, the designs are owned on a community basis with a range of people having varying rights. These rights include the right to produce the design, the right to discuss the meaning of the design in it cultural context and the right to restrict the use and discussion of a design. All of these points are central to the notion of an "economy of knowledge" which is the overriding theme of this thesis.

In this thesis the use of Aboriginal designs on postage stamps is examined from an anthropological perspective. Firstly the ways in which Australia Post reached decisions to use Aboriginal designs is considered and the protocols for their use examined. The theoretical ideas of Munn on the ownership of designs, and of Morphy and Keen pertaining to the "economy of knowledge" provides an approach for considering the topic. The archival work for the writing of this thesis was conducted in a short visit to the archives of Australia Post. The research showed the practices of Australia Post with regard to using Aboriginal designs reflects the attitudes of anthropologists and museums toward Aboriginal creativity in the respective time periods. The research has also shown that over time whilst Australia Post initially consulted non-Aboriginal experts and used non-Aboriginal designers Australia Post now consults with prominent Aboriginal people and Aboriginal organisations. Australia Post now uses Aboriginal artists to provide designs that are featured on postage stamps. However, Australia Post does not yet appear to appreciate that while designs may be produced by individual artists, the designs are owned on a community basis with a range of people having varying rights. These rights include the right to produce the design, the right to discuss the meaning of the design in it cultural context and the right to restrict the use and discussion of a design. All of these points are central to the notion of an "economy of knowledge" which is the overriding theme of this thesis.

In this thesis the use of Aboriginal designs on postage stamps is examined from an anthropological perspective. Firstly the ways in which Australia Post reached decisions to use Aboriginal designs is considered and the protocols for their use examined. The theoretical ideas of Munn on the ownership of designs, and of Morphy and Keen pertaining to the "economy of knowledge" provides an approach for considering the topic. The archival work for the writing of this thesis was conducted in a short visit to the archives of Australia Post. The research showed the practices of Australia Post with regard to using Aboriginal designs reflects the attitudes of anthropologists and museums toward Aboriginal creativity in the respective time periods. The research has also shown that over time whilst Australia Post initially consulted non-Aboriginal experts and used non-Aboriginal designers Australia Post now consults with prominent Aboriginal people and Aboriginal organisations. Australia Post now uses Aboriginal artists to provide designs that are featured on postage stamps. However, Australia Post does not yet appear to appreciate that while designs may be produced by individual artists, the designs are owned on a community basis with a range of people having varying rights. These rights include the right to produce the design, the right to discuss the meaning of the design in it cultural context and the right to restrict the use and discussion of a design. All of these points are central to the notion of an "economy of knowledge" which is the overriding theme of this thesis.

In this thesis the use of Aboriginal designs on postage stamps is examined from an anthropological perspective. Firstly the ways in which Australia Post reached decisions to use Aboriginal designs is considered and the protocols for their use examined. The theoretical ideas of Munn on the ownership of designs, and of Morphy and Keen pertaining to the "economy of knowledge" provides an approach for considering the topic. The archival work for the writing of this thesis was conducted in a short visit to the archives of Australia Post. The research showed the practices of Australia Post with regard to using Aboriginal designs reflects the attitudes of anthropologists and museums toward Aboriginal creativity in the respective time periods. The research has also shown that over time whilst Australia Post initially consulted non-Aboriginal experts and used non-Aboriginal designers Australia Post now consults with prominent Aboriginal people and Aboriginal organisations. Australia Post now uses Aboriginal artists to provide designs that are featured on postage stamps. However, Australia Post does not yet appear to appreciate that while designs may be produced by individual artists, the designs are owned on a community basis with a range of people having varying rights. These rights include the right to produce the design, the right to discuss the meaning of the design in it cultural context and the right to restrict the use and discussion of a design. All of these points are central to the notion of an "economy of knowledge" which is the overriding theme of this thesis.

Australian Indigenous HealthInfoNet. (2020). Summary of cancer among Aboriginal and Torres Strait Islander people.Perth, W.A. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/publications/39480

Campbell, A., Pagram, J., & Cooper, M. (2016). CulturePad: Linking indigenous communities to schools and education through the use of mobile technologies. In Proceedings of the Australian Council for Computers in Education Conference. Available here

Bracknell, C. (2019). Connecting Indigenous song archives to kin, Country and language. Journal of Colonialism and Colonial History, 20(2). Available here

Dandy, J., Durkin, K., Barber, B.L., Houghton, S. (2015). Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-teachers and Students in International Journal of Disability, Development and Education, 62(1), 60-82. Available here.

This report presents the outcomes of a major consultation with Aboriginal children and young people across Western Australia conducted by the Commissioner for Children and Young People WA. In 2014, the Commissioner consulted with 1,271 Aboriginal children and young from all major regions of WA about the most important issues in their lives, including 482 through an online survey and 7889 in face-to-face consultations conducted by local organisations on the Commissioner's behalf. Five key themes emerged from the views expressed by Aboriginal children and young people in this consultation: family and community, culture, education, recreational activities and racism and reconciliation. The purpose of this report is to add to the current body of evidence by emphasising what Aboriginal children and young people see as important and using their views as inspiration to increase the effectiveness of programs and services that suport their wellbeing.

Overview The Aboriginal and Torres Strait Islander Child Placement Principle ("the Principle") was developed in recognition of the devastating effects of forced separation of Indigenous children from families, communities and culture. The Principle exists in legislation and policy in all Australian jurisdictions, and while its importance is recognised in many boards of inquiry and reviews into child protection and justice systems, there are significant concerns about the implementation of the Principle. Recent estimates suggest the Principle has been fully applied in as few as 13% of child protection cases involving Aboriginal and Torres Strait Islander children. The purpose of this paper is to explore the contemporary understanding of the Principle, and review the multiple and complex barriers at the policy and practice levels which are impeding its implementation. Promising approaches that might address these barriers are also examined. Key messages The Aboriginal and Torres Strait Islander Child Placement Principle was developed in response to the trauma experienced by individuals, families and communities from government policies that involved the widespread removal of Aboriginal and Torres Strait Islander children. „ The fundamental goal of the Principle is to enhance and preserve Aboriginal and Torres Strait Islander children’s connection to family and community, and sense of identity and culture. „ The Principle is often conceptualised as the “placement hierarchy”, in which placement choices for Aboriginal and Torres Strait Islander children start with family and kin networks, then Indigenous non-related carers in the child’s community, then carers in another Aboriginal or Torres Strait Islander community. If no other suitable placement with Aboriginal and/or Torres Strait Islander carers can be sought, children are placed with non-Indigenous carers as a last resort, provided they are able to maintain the child’s connections to their family, community and cul