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The language and cultural priorities in Australian Indigenous education have been priority areas since the inaugural national Indigenous education policy was launched in 1989. For over thirty years, these priorities have sat awkwardly in the largely non-Indigenous teaching profession and classroom teachers continue to struggle with how to embed these priorities into the education process, despite the efforts of Australian Curriculum, Assessment and Reporting Authority and their elaborations for application at curriculum and practice levels. In this article, I suggest that these language and cultural priorities are at cross-purposes with education priorities, and neither have helped to curb the demise of our Indigenous languages nor improved Indigenous students' educational outcomes.

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit 'the gaps' that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

The promise of higher education remains elusive for many Indigenous students in Australia. To date, institutional efforts to improve the persistence and retention of Indigenous students have been largely piecemeal, poorly integrated and designed to remediate skill deficits. Yet, market-led expansion of Australian higher education is driving curricular reform and demands for accountability and quality. Despite this, very little is known about how teaching and pedagogy can be used to support the learning and persistence of Indigenous students. In this context, the paper provides a reconceptualization of current debates and positions that are currently bound up within the limitations of questionable binary divides and oppositions, for example, educational psychology/sociology, transmission/critical or decolonial pedagogies and Indigenous/Western Knowledge. Nakata's concept of the Cultural Interface is mobilized to acknowledge some of the nuances and complexities that emerge when Indigenous and Western knowledge systems come into convergence within the higher education classroom.

This is a reflective opinion piece, on our efforts in Australia to achieve alignment between the goals of Indigenous self-determination, Indigenous studies programmes and decolonising theory for an open and critical dialogue in south-south scholarship agendas. In this spirit, extant approaches to Indigenous studies in the Australian higher education context are questioned, the scholarship recruited for this is challenged, and its advocated role in the education of all students is raised as a major concern.

The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.

The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses--decolonising theory and cultural interface theory--and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students' breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

This article identifies and provides some commentary on the key issues emerging from research into the digitisation of Indigenous materials in collections conducted in collaboration with three state libraries. It situates the research project within the broader context of related activity aimed at addressing the ongoing challenges of access, preservation and protection pertaining to Indigenous materials in libraries. It examines some of the practical issues that institutions have to engage with to respond to Indigenous needs and interests in the digitisation process. Some suggestions for future progress in the area are made. (Contains 16 notes.)

This article is based on a collaborative evaluation of the implementation of a Libraries and Knowledge Centre (LKC) model in three remote Indigenous communities in the Northern Territory. It outlines the context in which LKC services are being implemented, provides a brief description of the LKC model, and discusses some strengths of the model to deliver relevant and sustainable services to Indigenous communities in these changing times. The article highlights some of the more challenging issues that emerge in such a complex knowledge and information context, as well as issues relating to the broader challenges in delivering sustainable services in remote Indigenous communities in the current policy context. (Contains 19 notes.)

Aboriginal and Torres Strait Islander cultures are integrated into child protection and out-of-home care (OOHC) systems via the connection element of the Aboriginal and Torres Strait Islander Child Placement Principle (ATSICPP). This article focuses on cultural connection in Australian child protection and OOHC systems over time, from its inception to its contemporary use to improve health and wellbeing and ameliorate cultural disconnection. An expanded understanding of cultural connection in Australian OOHC systems is articulated where cultural connection is theorised as a process of culturally connecting, while a critical position concerning the risk of cultural disconnection in OOHC is held. Indigenous cultures are fundamental to individual and community health and wellbeing. However, cultural connection in Australian OOHC systems risks becoming a site of bureaucratic policy compliance to ameliorate the effects of cultural disconnection produced by disproportionate First Nations child removals. This article illuminates this critical position while theorising how culturally connecting can be better understood in OOHC. IMPLICATIONS Cultural connection for First Nations children and young people is important for health and wellbeing, but is poorly understood in child protection and out-of-home care contexts. Cultural connection includes a community element, where culture acts as a point of distinctiveness to show that Indigenous peoples are surviving. At this juncture, cultural connection is a tool to resist the assimilatory impacts associated with ongoing child protection removals. Cultural connection can be understood as a complex journey of connecting for First Nations children and young people. [ABSTRACT FROM AUTHOR]

This article reflects on pathways for Indigenous education in the developing agenda of the Australian Curriculum, the cross-curriculum priorities, the general capability area of intercultural understanding, and the positioning of Indigenous learners within the diversity of learners with English as an additional language or dialect (EALD).

Although the need for the development and provision of culturally appropriate rehabilitation programs for offenders is widely acknowledged, there is a lack of empirical data that can be used as a basis for the development of new programs. This article reports the findings of a comparison of indigenous and nonindigenous male prisoners on a range of measures relevant to the experience of anger by indigenous prisoners in Australia. The results suggest that indigenous participants are more likely to experience symptoms of early trauma, have greater difficulties identifying and describing feelings, and perceive higher levels of discrimination than nonindigenous prisoners. The implications of this work for the development of culturally appropriate and effective anger management programs for indigenous male prisoners are discussed. (Contains 1 table.)

The intersection of public institutions managing large amounts of information and knowledge and new information and communication technologies has brought forward exciting and innovative changes to the ways information and knowledge have been traditionally managed. This paper provides a brief snapshot of some of the key issues facing the library and information services sector and Indigenous knowledge areas, and the ongoing collaborative work with sections of the library sector in Australia. (Contains 29 notes.)

For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.

Background: Aboriginal and Torres Strait Islander Australians living with chronic hepatitis B virus (HBV) infection have a significant burden of hepatocellular carcinoma (HCC). The prevalence of comorbidities that increase the risk of HCC in this population is incompletely defined. Methods: This cross-sectional study was performed in remote tropical Queensland, Australia in January 2021. All individuals living with chronic HBV in the region were identified; the prevalence of relevant comorbidities was determined by reviewing medical records. Results: All 236 individuals in the cohort identified as Aboriginal and Torres Strait Islander Australians; their median (interquartile range (IQR)) age was 48 (40–62) years; 120/236 (50.9%) were female. Of the 194/236 (82.2%) engaged in HBV care, 61 (31.4%) met criteria for HBV therapy and 38 (62.2%) were receiving it. However, 142/236 (60.2%) were obese, 73/236 (30.9%) were current smokers and 57/236 (24.2%) were drinking alcohol hazardously; 70/236 (29.7%) had ≥2 of these additional risk factors for HCC, only 43/236 (18.2%) had none. Among the 19 patients with confirmed cirrhosis, 9 (47%) were obese, 8 (42%) were currently—or had a history of—drinking alcohol hazardously and 5 (26.3%) were current smokers. Patients also had a median (IQR) of 3 (2–4) cardiovascular risk factors (cigarette smoking, hypertension, impaired glucose tolerance, dyslipidaemia, renal impairment/proteinuria). Only 9/236 (3.8%) did not have one of these 5 comorbidities. Conclusions: Aboriginal and Torres Strait Islander Australians living with chronic HBV in this region of remote Australia have a high engagement with HBV care and the majority of individuals eligible for antiviral therapy are receiving it. However, a significant comorbidity burden increases their risk of cirrhosis, HCC, and premature death. It is essential to integrate chronic HBV care with management of these comorbidities—rather than focusing on HBV alone—to achieve optimal health outcomes. [ABSTRACT FROM AUTHOR]

As we move forward with the shaping of Aboriginal and Torres Strait Islander research agendas and directions in Australia we are confronted with many issues basic to the beginning of any discipline: the problem of small numbers; the complexity and enormity of the problems; the diversity in the intellectual field; the limited albeit developing expertise; the limited opportunities for intellectual dialogue; and, of course, the absence of resources to build a professional base. The issue of our relative absence from developing academic knowledge traditions over the last two centuries, and our recent entree to the higher education sector, understandably, compounds our beginning point. This paper was the basis of a keynote address at the third Indigenous Researchers' Forum in Melbourne in 2001 and, in the main, is part of an ongoing conversation that speaks to the developing issues.

We developed a seasonal inventory management model for raw materials, such as iron ore and coal, for multiple suppliers and multiple mills. The Nippon Steel Corporation imports more than 100 million tons of raw material annually by vessels from Australia, Brazil, Canada, and other countries. Once these raw materials arrive in Japan, they are transported to domestic mills and stored in yards before being treated in a blast furnace. A critical problem currently facing the industry is the limited capacity of the yards, which leads to high demurrage costs while ships wait for space to open up in the yards before they can unload. To reduce the demurrage costs, the inventory levels of the raw materials must be kept as low as possible. However, inventory levels that are too low may lead to inventory shortage resulting from seasonal supply disruptions (e.g., a cyclone in Australia) that delay the supply of raw materials. Because both excess and depleted inventory levels lead to increased costs, optimal inventory levels must be determined. To solve this problem, we developed an inventory management model that considers variations on the supply side, differences that should be observable upon looking at the ship operations. The concept is to model the probability distribution of ship arrival intervals by brand groups and mills. We divided ship operations into two stages: arrival at all mills (in Japan) and arrival at individual mills. We modeled the former as a nonhomogeneous Poisson process and the latter as a nonhomogeneous Gamma process. Our proposed model enables inventory levels to be reduced by 14% in summer and 6% in winter. [ABSTRACT FROM AUTHOR]

Indigenous family life has been a key target of family and child policies in Australia since colonisation. In this paper, we identify four main policy eras that have shaped the national and state policy frameworks that have impacted Indigenous families: the protectionism, assimilation, self‐determination and neoliberalism eras. Our analysis of these national and state policy frameworks reveals an enduring and negative conceptualisation of Indigenous family life. This conceptualisation continues to position Indigenous families as deficient and dysfunctional compared with a white, Anglo‐Australian family ideal. This contributes to the reproduction of paternalistic policy settings and the racialised hierarchies within them that entrench Indigenous disempowerment and reproduce Indigenous disadvantage. Further, it maintains a deficit paradigm that continues to obfuscate the positive aspects of Indigenous family life that are protective of Indigenous well‐being. [ABSTRACT FROM AUTHOR]

The promise of higher education remains elusive for many Indigenous students in Australia. To date, institutional efforts to improve the persistence and retention of Indigenous students have been largely piecemeal, poorly integrated and designed to remediate skill deficits. Yet, market-led expansion of Australian higher education is driving curricular reform and demands for accountability and quality. Despite this, very little is known about how teaching and pedagogy can be used to support the learning and persistence of Indigenous students. In this context, the paper provides a reconceptualization of current debates and positions that are currently bound up within the limitations of questionable binary divides and oppositions, for example, educational psychology/sociology, transmission/critical or decolonial pedagogies and Indigenous/Western Knowledge. Nakata's concept of the Cultural Interface is mobilized to acknowledge some of the nuances and complexities that emerge when Indigenous and Western knowledge systems come into convergence within the higher education classroom. [ABSTRACT FROM AUTHOR]

The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education. [ABSTRACT FROM AUTHOR]

The article discusses the issue of developing protocols strategy for the library and information sector for indigenous Australians. The 1995 Protocols were a key outcome of both indigenous and professional concern about the state of indigenous relationships with libraries, archives and information services. In Australia, these relationships became a point of professional focus throughout the 1990s. The concerns of indigenous people had been on the record for some time and they were amplified in the 1990s as the profession accelerated its activity in response. In brief, indigenous concerns included issues such as: historical exclusion from libraries; the offensive nature of much of the material about indigenous people in library collections and archives; subject headings that described indigenous peoples and cultures in ways that had little to do with how indigenous peoples described themselves, and which demeaned indigenous peoples and cultures; access issues for indigenous peoples and materials; and general indigenous service issues.

The article discusses the importance and significance of indigenous knowledge and its intersection with the library information services (LIS) sector in Australia. Indigenous knowledge is commonly understood as traditional knowledge, although there is debate about whether the term indigenous knowledge should be used interchangeably with the term traditional knowledge or whether it is more accurately a subset of the traditional knowledge category. In Australia, a common misunderstanding is that this equates indigenous knowledge to past knowledge, when in fact indigenous people view their knowledge as continuing. Recent interest in indigenous knowledge across the globe, although linked to indigenous peoples' political and cultural reassertion, has primarily emerged from humanitarian and scientific activity. Documented indigenous knowledge forms part of the documentary heritage of the nation and in this capacity intersects with the library and information sector. It concludes by emphasizing the need for Indigenous involvement in the LIS sector and the importance of protocols to guide practice in this most complex of intersections.