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Introduction: Children growing up in arid and semi-arid regions of Sub-Saharan Africa (SSA) face heightened risks, often resulting in poor developmental outcomes. In Kenya, the arid and semi-arid lands (ASAL) exhibit the lowest health and developmental indicators among children. Despite these risks, some children grow up successfully and overcome the challenges. However, there is limited comprehensive data on sources of risks and resilience in these children, particularly research that incorporates community perspectives and indigenous knowledge. Systematic documentation of factors influencing child outcomes is crucial for understanding the overall burden, informing policy and implementing targeted interventions. This study aimed at bridging this gap. Methods: The study was conducted in 10 ASAL counties in Kenya. Purposive and snowballing techniques were used to recruit 11 key informants per site with varied levels of involvement in early childhood development and primary caregivers. Using a semi-structured interview guide, 103 telephonic interviews were conducted between June and August 2022, involving 68 key informants and 35 caregivers. Thematic approach was used to analyze the data, using NVIVO software. Results: The mean age of the participants was 44years (SD = 11 years). The findings, viewed through the lens of Bronfenbrenner's ecological systems theory, reveal a complex interplay of contextual factors impacting children's development. These factors range from individual and biological aspects to family, community, systemic, and environmental level, including climatic challenges. Identified risk factors encompassed issues such as young caregiver's age, low literacy, mental health issues, drug abuse, domestic violence, malnutrition, poverty, lack of paternal involvement, early marriages, female genital mutilation, drought, heat stress, and insecurity. Nonetheless, sources of resilience include breastfeeding, immunization, responsive caregiving, family and community support, higher socio-economic status (SES), cultural practices, self-motivation, hard work, community role models, religious activities and quality service provision. Conclusion: Urgent attention is needed to address the multifaceted challenges faced by children in ASAL regions. The study underscores the importance of addressing the root causes of risks while harnessing community strengths and resources to safeguard and promote the holistic development of these children. [ABSTRACT FROM AUTHOR]

For many centuries, intergenerational literacy learning outside formal educational institutions has been an important part of everyday family life in Nepal. Yet, educational policy continues to focus on promoting 'schooled' approaches to literacy for both adults and children, overlooking informal learning and indigenous literacy practices in many communities today. Through exploring intergenerational religious literacy learning in Nepal, this paper develops new understandings of 'family literacy' and proposes how these could be integrated into current educational policy. Ethnographic-style research was conducted with families in a Muslim community, where teenage girls were teaching Urdu literacy to siblings, and in a Gurung community where intergenerational learning had become central to the development of Tibetan Buddhist texts. In these two communities, literacy was viewed as collaborative as well as individual, helping to shape shared identities, languages and values, and challenging instrumental notions of functional literacy that underlie much national and international policy. [ABSTRACT FROM AUTHOR]

The editorial in the journal "Compare: A Journal of Comparative & International Education" discusses the promotion of family literacy in the US and the UK since the 1970s and its implementation in Global South countries. The editorial highlights the importance of recognizing indigenous and intergenerational learning practices in diverse communities to reconceptualize family literacy in international development policy. The authors emphasize the need to understand multiple literacies and the value of informal learning in preserving indigenous knowledge and practices. The editorial also explores the implications for policy and programs, advocating for a more contextualized and participatory approach to intergenerational learning. [Extracted from the article]

The article "A Postmortem Biography, or, The Adventures of a Snowy Owl" delves into the life and fate of a taxidermy snowy owl at the Maritime Museum of the Atlantic in Halifax, Nova Scotia. Through the owl's perspective, the text explores its capture, journey to London, and eventual display as a cautionary tale. It also examines the owl's significance in Inuit culture, its portrayal in art and literature, and its symbolic value in colonial and global contexts. The article reflects on human-animal relationships, cultural exchange, and the interconnectedness of beings and realms, providing a list of references related to owls and their cultural significance in various contexts. [Extracted from the article]

Between 1950 and 1985, a period now referred to as the "Sixties Scoop", over 24,000 Indigenous and Inuit children were removed from their families and placed into primarily non-Indigenous foster and adoptive homes across Canada. Whereas the Residential school system was explicitly racist and genocidal in its orientation, the Sixties Scoop racism was cloaked in accusations of neglect and child-saving rhetoric. Drawing on Hacking's concept of looping effects, we examine how social workers classify their work and the Indigenous children they removed from their homes. We analyse sixteen interviews with social workers working in child welfare during the Sixties Scoop who were involved with the removal of Indigenous children. This article links broader systems that are fraught with racism, to the rank-and-file individuals tasked with carrying out child protection policies, and it probes the interpretations and classifications used both then and now to understand Indigenous child removal. [ABSTRACT FROM AUTHOR]

The article discusses the phenomenon of top leaders in various professions struggling to retire at the right time, with some leaving on a high note while others stay too long. Reasons for this range from ego and fear of losing perks to concerns about legacy and resistance to aging. The text emphasizes the importance of leaders developing a retirement plan and engaging in soul-searching before stepping down. It also includes quotes from former President Harry S. Truman and author Mandy Hale on the challenges of change and staying where one doesn't belong. [Extracted from the article]

Introduction: A majority of Aboriginal and Torres Strait Islander women in correctional centers report prior experience of traumatic brain injury (TBI) from assault. TBI education in settings outside correctional centers, such as health settings, is shown to help people living with TBI implement strategies for symptom management. The aim of this study was to understand and identify what impacts TBI education would have for Aboriginal and Torres Strait Islander women in correctional centers in Australia. Methods: In August 2023, two Aboriginal facilitators from a national brain injury organization delivered workshops on brain injury, with a primary focus on TBI, to 15 women involved in a peer-mentor support group (Sisters for Change) at one regional correctional center in Queensland (Australia). TBI resource packages were also shared with Aboriginal and Torres Strait Islander women at the correctional center with lived experience of TBI from family violence. Nine semi-structured interviews were conducted with Aboriginal and Torres Strait Islander women who attended the workshops and/or received the TBI information resource packages. Thematic analysis was conducted on interview transcripts as well as the written notes recorded from the workshops. Results: The workshops supported women to develop a deeper understanding of brain anatomy, impacts of physical violence on brain function and how TBI appears in everyday life, both inside a correctional center and in the community. Aboriginal and Torres Strait Islander women reported gaining deeper insight into, and greater compassion for, themselves and other women at the correctional center who have histories of family violence. Conclusion: The findings underscore the need for greater consideration of how TBI education and screening pathways can contribute to the provision of appropriate and responsive supports for Aboriginal and Torres Strait Islander women in correctional centers and subsequent to their release from the correctional center. [ABSTRACT FROM AUTHOR]

Australian Aboriginal people experience stressors from inequalities across crucial social determinants, including deep and entrenched disadvantage and exclusion. The impact of unaddressed historical issues is pervasive and intergenerational. The disproportionate rates of Aboriginal youth suicide, juvenile detention and imprisonment highlight the inadequacy of existing social and emotional wellbeing programs and services for Aboriginal children and young people. There is increasing recognition in Australia that aligning social and emotional wellbeing interventions with Western values and conceptions of mental health is one of the main barriers to service uptake among Aboriginal people. This suggests fundamental questions remain unanswered about what type of services effectively address the complex constellation of social-emotional and wellbeing challenges arising from intergenerational poverty and trauma. Yawardani Jan-ga is an Aboriginal-led, operated, culturally secure, Equine-Assisted Learning (EAL) project designed by and with local Aboriginal young people, community Elders, members, and experts to address the complex constellation of social-emotional, spiritual and wellbeing needs of Aboriginal children and young people, aged 6–26 years, across multiple communities in the Kimberley region of Western Australia. EAL is a strengths-based learning approach where participants work with horses' inherent characteristics to learn transferable life skills, such as communication skills, self-awareness, and emotional regulation, to promote social and emotional growth and wellbeing. Although EAL has been previously used with Aboriginal children and young people internationally, they are yet to be widely used with Aboriginal people in Australia. Here, we describe the three subcomponents of the Yawardani Jan-ga implementation science project and the planned Participatory Action Research and phenomenological approaches to capture the distinctive experiences of participants and the local communities where the intervention is implemented. We anticipate that findings will build an evidence base that informs policy and practice by understanding key intervention elements of social and emotional wellbeing support for Aboriginal youth, how to incorporate Aboriginal worldviews across different stages of interventions, and how to capture impact best using culturally secure methods. [ABSTRACT FROM AUTHOR]

Aboriginal culture is both a strength and a protective factor for Aboriginal children; yet, we continue to see disparities in education, health and well‐being outcomes. To improve outcomes for Aboriginal children and families, local cultural ways of knowing, being and doing need to be incorporated into policy and practice. The strength‐based capability approach draws on the experiences, needs and values of people in context to understand the opportunities and freedoms to be and do what is culturally valued. Adopting a “capability approach,” First Nations peoples from the rural Riverland region of South Australia were involved in culturally safe yarning circles to explore aspirations for their children's well‐being and safety. In doing so, a better appreciation of the personal, social, structural and environmental factors that impinge on the achievement of well‐being and safety was possible. We highlight how a capability approach provides a valuable tool for engaging with and embracing metic knowledge in policymaking and practice. A more meaningful understanding of safety, well‐being and “the good life” in a community is critical for ensuring that policy and practice efforts can be directed in ways that create outcomes desired by Community. [ABSTRACT FROM AUTHOR]

ABSTRACT Typically, Western Science approaches the study of complex systems by examining the component parts outside of their contextual relationships. In contrast, Indigenous people continue to advocate the need for land and seascape approaches that include all aspects of life, particularly the special relationship between Kin (people), Country, and Knowledge. Globally, Indigenous people are lobbying for environmental research to take a rights‐based approach that improves economic opportunities; confers greater authority over the stewardship of Country; delivers equity in managing Country; emboldens control to integrate knowledge systems; values and promotes culture; and recognizes Indigenous self‐determination. In Australia, the National Indigenous Environment Research Network (NIERN) proposal offers a solution that supports the rights‐based approach driven by Indigenous Australians through the establishment of a community of practice guided by Indigenous researchers and Indigenous Knowledge holders. We describe this Indigenous‐led solution to the self‐determination of Indigenous environmental research priorities by exploring the concept, the authorizing environment, and the mutual benefits that could be delivered by such a network. The empowerment of Indigenous people in research is possible if an all‐of‐system approach is taken. This approach must involve Indigenous people in all decision‐making processes including the development of research priorities, the design of methodologies, the interpretation of findings, and finally the evaluation of outputs and outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this article is to share our story of conceptualizing Indigenous early relational wellbeing (ERW), specifically reflecting American Indian and Alaska Native worldviews. Our approach is grounded in Indigenous methodologies and guided by a Community of Learning comprised of Indigenous and allied Tribal early childhood community partners, researchers, practitioners, and federal funders. We describe the steps we took to conceptualize caregiver–child relationships from an Indigenous perspective, center Indigenous values of child development, apply an established Indigenous connectedness framework to early childhood, and co‐create a conceptual model of Indigenous ERW to guide future practice and research. This model highlights relational practices as seeds of connectedness and relational wellbeing, and includes the roles of spirituality, culture, and ceremony in nurturing ERW; the manifestations of relational wellbeing across the lifespan; and the interdependence of relational wellbeing within communities and families, across generations, and with the environment. The model also informs the creation of a measure to understand practices that foster relational wellbeing among Indigenous children and families and their relationship to positive development, thus informing research, practice, and policy. [ABSTRACT FROM AUTHOR]

The special issue of Rural Sociology focuses on Indigenous Peoples and Rural Issues, aiming to highlight and honor the perspectives, experiences, and voices of Indigenous and non-Indigenous scholars. The issue includes nine papers covering topics such as settler colonialism, sovereignty, education, environmental issues, and media representation. The papers provide valuable insights into Indigenous communities, Tribal-university partnerships, and the impact of colonization on rural sociology, encouraging further research and support for Indigenous perspectives in rural studies. [Extracted from the article]

Unaddressed hearing loss and middle ear problems have lifelong implications for speech and language development, social skills, education, and future employment opportunities. In Aotearoa New Zealand, Māori and Pasifika peoples are overrepresented in ear and hearing health statistics and experience many unmet needs. Despite the promise of equal outcomes under Te Tiriti o Waitangi, there is a well-established body of literature reporting poor health-related outcomes for Māori and Pasifika peoples. Tamariki (children) and their whānau (families) face a range of multi-factorial barriers when accessing ear and hearing health services. This study aims to explore the experiences of Māori and Pasifika whānau accessing these services in the Counties Manukau region, Auckland. The research was guided by Kaupapa Māori and Pan-Pacific research principles, which aim to address power relationships in research, critique deficit discourses, and maintain high quality standards for Māori and Pacific health research. Six whānau interviews were conducted and thematic analysis of data resulted in three themes – Whānau are experts, Power and control, and What makes a good ear and hearing health service. In addition, Māori and Pasifika whānau made suggestions for improvements in ear and hearing healthcare, which will inform larger scale ear and hearing health projects in NZ. Glossary of Māori words: hapū: kinship group, clan, tribe, subtribe – section of a large kinship group; iwi: tribe, nation, people, nationality, race; karakia: prayer, grace, blessing; lotu: prayer, blessing; Māori: normal, ordinary, indigenous people of Aotearoa New Zealand; mokopuna: grandchild, great-nephew or great-niece; Pākehā: (Te Reo Māori) European; Papa'a: (Cook Island Māori) European; raranga: weaving; tamariki: children; taonga: treasure; Tauiwi: (Te Reo Māori) non-Māori people of Aotearoa New Zealand; Te Taiao: world; Earth; natural world; environment; tikanga: correct procedure, custom, method, manner, rule, way, code, practice; wāhine: woman, female; whakapapa: genealogy; lineage; descent; whānau: extended family network, family group. [ABSTRACT FROM AUTHOR]

Restricting access to fisheries and other common property resources through creation of individual transferable rights has been documented to create wealth and promote conservation, but has also reduced employment and increased inequality in fishing communities. Creating group rights instead of individual rights has been suggested as an alternative strategy that could realize the benefits with diminished social cost; however, little independent evaluation of actual implementations of group rights to fisheries has occurred. The Western Alaska Community Development Quota (CDQ) program represents an example of allocation of group fishery rights to six not-for-profit organizations representing 65 small, largely Indigenous coastal communities. Using a unique data set of individual and household survey records spanning more than 25 years, we applied a difference-in-differences approach to measure changes in a variety of social and economic indicators, including Indigenous language use and educational attainment, employment, earnings, income, and poverty status, while controlling for demographic and general economic changes over the years. We found significant differences in outcomes for individuals and households in CDQ-participating communities from those residing in nearby communities ineligible for participation. Differences were especially pronounced for earnings and income. Results suggest that group rights can provide significant social benefits. The relatively small community populations provides insufficient power to determine statistically whether the benefits of the CDQ program have been increasing or diminishing over the years, or whether some communities have benefited more than others. [ABSTRACT FROM AUTHOR]

The Bear in a Window project captures Australian children's experiences of the COVID-19 pandemic. We focused on children's experiences of lockdown, or extended periods of home confinement, ranging from one to 100 days at a time between 2020 and 2021. Using the online experimental platform, Gorilla, we invited children aged 3–12 to record themselves telling stories about the positives and negatives of life in lockdown to our mascot, Covey Bear. Recordings were saved on the Gorilla server and orthographically and automatically transcribed using Sonix, with manual correction. Preliminary analyses of 18 children's recordings illustrate several emergent topics, reflecting children's experiences of the pandemic in the areas of health and wellbeing; education and online learning; digital engagement; family and friends; relationships; and mealtimes and food. We found that in their storytelling, children engaged in a wide variety of discourse strategies to hold the floor, indicate focus, and transition to different topics. The project will contribute to a national public collection of Australian children's COVID-19 stories and create a digital repository of Australian children's talk that will be available to researchers across different disciplines. [ABSTRACT FROM AUTHOR]

The article explores the evolving depictions of natural landscapes in Hollywood Western films, focusing on the portrayal of forests, rivers, and mountains. It discusses how these landscapes have been used to reflect and shape the frontier myth and associated ideologies in American culture. The analysis covers specific case-study films from different eras, highlighting the changing perspectives on nature and the human-nature relationship. The article also delves into the historical context of Euro-American perceptions of the wilderness and its significance in American national mythmaking. [Extracted from the article]

Colonial archives hold an abundance of materials about Indigenous children's lives. However, very little of the information stored in archives comes from the perspective of children growing up in colonized societies. Hence, children are clearly visible in colonial archives, but their voices are largely silent. This results in limited insights into children's own understandings of their experiences of colonial rule and the impact it had on them as children and later as adults. This paper contributes to extant literature on researching colonial childhoods by reflecting on a study which supplemented archival research with oral history methods, to directly access the voices of individuals reflecting on their childhoods experienced during British colonial rule in the Gold Coast (present-day Ghana). The paper starts by critiquing the silence of children's voices. The few exceptions to these silences, gathered through archival research, are presented before I outline how supplementing this approach with oral history methods enabled me to gain more holistic insights into children's lived experiences. As oral history methods are not a panacea, I call for an approach to accessing the perspectives of children growing up under European colonial rule in sub — Saharan Africa that systematically integrates archival and oral history methods. [ABSTRACT FROM AUTHOR]

The article "Dakota land recovery in Minnesota: An experiment in reparative justice" discusses the Makoce Ikikcupi project, which aims to address historical injustices of land theft, genocide, and ethnic cleansing against the Dakota people in Minnesota. Settlers in Minnesota are contributing to this project as acts of reparative justice, seeking to create communities dedicated to ancestral ways of being. The project involves buying back land and reviving traditional practices like wild‐ricing, hunting, and foraging, emphasizing sustainability and cultural revitalization. While the project is small in scale and early stages, it offers a promising model for replication and represents a step towards reparative justice. [Extracted from the article]

The article discusses the history of the Contrabands and Freedmen Cemetery in Alexandria, Virginia, which was established in 1864 by the US Army to bury African American Contrabands who sought freedom during the Civil War. Overcrowding, disease, and lack of space led to the creation of this segregated cemetery. The cemetery was forgotten in the 1920s, but efforts in the late 20th century led to its rediscovery and eventual memorialization, highlighting the importance of remembering marginalized histories and decolonization efforts. The cemetery serves as a significant site of remembrance and resistance against erasure, showcasing the ongoing process of reclaiming and honoring the lives of those buried there. [Extracted from the article]

Drawing on two decades of ethnographic observation (2001-2023), this article describes how flows and leaks of goods between oil companies and local communities cause ruptures in the reorganization of community social reproduction of the Centro Shuar of Tiguano, in the Ecuadorian Amazon. We focus on the struggles of the Indigenous women of the community of Tiguano, describing their daily patterns and spaces of negotiation with, adaptation to, and rejection of extractive activities, which cause ecological degradation, but also generate economic income and improve basic services in the community. Starting from the framework of feminist and Indigenous community politics, we argue that these struggles not only express women's political agency in defending themselves against oil extraction, but also complicate essentialist and dualist explanations of how resistance, refusal, and self-determination manifest in extractive contexts. These intersectional and multiscalar struggles are understood through the Shuar worldview of social reproduction. [ABSTRACT FROM AUTHOR]

Objective: Bonding and attachment relationships are essential to how children develop in society. These relationships have primarily been understood through the "Attachment Theory" which frames parent-child relationships, and the ways a child can be supported to develop within a secure base. Attachment theory (M. D. S. Ainsworth, 1978; Bowlby, 1969), has extensive literature supporting its application, however, its roots are heavily tied to Eurocentric familial understandings (Choate & Tortorelli, 2022). This paper explores the experiences and knowledges of Aboriginal and culturally competent non-Aboriginal mental health professionals in relation to bonding and attachment via three research questions focused on how they conceptualise bonding and attachment, what they think needs to be better understood, and how accurately they think Attachment theory encapsulates Aboriginal family dynamics. Method: Eight participants were interviewed using the yarning method (Bessarab & Ng'andu, 2010) to collect qualitative data for this study. Through the participant's work, study, cultural background and own life experiences, they conveyed information about parenting and attachment relationships. Thematic analysis was utilised to identify patterns amongst the participants' responses. Results: Participants spoke to bonding and attachment in Aboriginal families in the following ways: Intergenerational Trauma, Ongoing Colonisation, Collectivist Culture, Connection to Country, Self-Determination, and Rejection of Deficit Framework. Together, these findings contribute to the conceptualisation of bonding and attachment in Aboriginal families from the perspective of Aboriginal and culturally competent non-Aboriginal mental health professionals. Conclusion: This exploration expands on the limited knowledge about bonding and attachment for Aboriginal people and highlights their views from a cultural lens involving kinship and community systems which can deviate from the Western conception of bonding and attachment. Key Points: What is already known about this topic: (1) Bonding and attachment are processes that happen universally regardless of culture. (2) Aboriginal children are at an increased risk of being removed from their families, communities and subsequently, their culture due to a misuse of the Western attachment theory. (3) The impacts of colonisation are omnipresent for Aboriginal people in Australia, particularly in family systems and kinship groups. What this topic adds: (1) Qualitative information from mental health professionals, experts in attachment, about Aboriginal family relationships. (2) Exploration of a cultural lens of bonding and attachment for Aboriginal Australians. (3) Consideration of factors such as intergenerational trauma and system failure as interrelated with how Aboriginal people experience attachment. [ABSTRACT FROM AUTHOR]

Background: Aboriginal and Torres Strait Islander youth are vulnerable to racism, trauma and Lateral Violence (LV) where negative feelings and behaviours are directed towards members within their own oppressed group. Conversely, Lateral Empowerment (LE) is the collective prevention and repair of the effects of LV and promotes resilience and strength. There is limited peer reviewed literature directly relating to LV and LE. Objective: This review focuses on grey literature to gain greater insight into the understanding and experiences of LV/LE among Aboriginal and Torres Strait Islander young people within Australia. Method: This grey literature scoping review identified N = 38 documents between January 1980 and September 2023 related to LV or LE to gain a greater insight into the understanding of LV and LE among the Aboriginal and Torres Strait Islander community outside of published publications. Results: The results elucidated that the experience of LV for Aboriginal and Torres Strait Islander youth is largely based upon internalised racism pertaining to Aboriginal identity. Strength-based gender-specific approaches which focus upon positive cultural experiences, the use of lived experience mentors and the inclusion of family were identified as the foundation for LE. Conclusion: The grey literature review highlights that the Aboriginal and Torres Strait Islander community are taking an active role in addressing and preventing LV through culturally informed practices and approaches based upon the truth telling of Australia's colonial history. There remains the need for specific approaches directed at Aboriginal and Torres Strait Islander youth to help prevent and address LV/LE. KEY POINTS: What is already known about this topic: LV is an emerging area of discourse within Aboriginal and Torres Strait Islander Communities. LV is prevalent within Aboriginal and Torres Strait Islander communities as a symptom of the ongoing oppression of colonisation, with young people particularly vulnerable and most at risk. LE is a relatively new term that aims to counteract LV by empowering Aboriginal and Torres Strait Islander people to have control over their lives. What the topic adds: This analysis provides a thorough review of unpublished information ("grey literature") pertaining to LV and LE for Aboriginal and Torres Strait Islander people within Australia, with a specific focus on young people. Insight into the voices of Aboriginal and Torres Strait Islander young people and their communities in relation to their understanding and lived experiences of LV/LE. Insight into the experiences of Aboriginal and Torres Strait Islander youth and their communities with regard to approaches to counteract the effects of LV. [ABSTRACT FROM AUTHOR]

Objectives: Lateral violence is the potential for members of a group to engage in practices that are harmful to other members of their own group. Evidence indicates that lateral violence can affect Aboriginal children's social and emotional wellbeing (SEWB); however, little is known about the potential for ethnic-racial identity (ERI) to protect against harmful effects of lateral violence. Methods: We investigated whether ERI affirmation moderated the relationship between exposure to lateral violence and Aboriginal children's SEWB. Children (n = 360) from the K-Cohort of the Longitudinal Study of Indigenous Children were included in this analysis. Children's ERI was dichotomised into high versus low affirmation, and General Linear Models were used to examine the effects of lateral violence on SEWB and the potentially moderating effect of ERI on that relationship. Results: Increased exposure to lateral violence was associated with increased difficulties in all Strengths and Difficulties Questionnaire domains. ERI was also shown to moderate the relationship between exposure to lateral violence and peer difficulties, with children in the high ERI affirmation group showing greater vulnerability than those in the low group. Conclusions: The findings of this study are discussed in relation to their potential to inform policy and clinical practice. Key Points: What is already known about this topic: Lateral violence primarily occurs within groups who experience oppression. Questions about a person's Indigenous status may involve a critique of their authenticity and, therefore, representation of them as more or less Indigenous. Current literature indicates that Ethnic racial identity (ERI) may have positive and negative implications for an individual's social and emotional wellbeing (SEWB) along several distinct dimensions. What this topic adds: In this study, lateral violence had a significant and negative effect on individual SEWB. Increased exposure to lateral violence was associated with an increase in peer problems, particularly for Indigenous Adolescents who were highly affirming of their ERI. The salience of ERI affirmation may be particularly important for Indigenous adolescents as they seek to establish a clear sense of their own, often unique, identity. [ABSTRACT FROM AUTHOR]

Objective: Complex post-traumatic stress disorder (complex trauma) describes a cluster of symptoms frequently associated with prolonged exposure to inescapable threats or abuse. For Aboriginal and Torres Strait Islander peoples in Australia impacted by complex trauma, there may be compounding factors, such as experiences of historical trauma, loss and socio-economic deprivation stemming from colonisation. However, there is no culturally appropriate tool to assess complex trauma. This paper presents the psychometric evaluation of a preliminary version Aboriginal and Torres Strait Islander Complex Trauma and Strengths Questionnaire (ACTSQ). Methods: Following 2 years of rigorous Aboriginal-led co-design, participants were recruited through community networks and partner health services in South Australia, Victoria, and Northern Territory (October 2020–May 2022). A trained interviewer contacted Aboriginal (n = 109) and Torres Strait Islander (n = 1) parents aged >16 years by phone to complete the ACTSQ. Underlying domain structures were investigated with exploratory factor analysis and reviewed by experts to refine. Reliability and inter-rater reliability were assessed using McDonald's Omega and Intraclass Correlation Coefficient (ICC). Results: Forty-four items on five factors were retained. Factors were labelled complex trauma symptoms (16 items), grief, loss and disconnection (6 items), support and relationships (9 items), sense of self and strengths (7 items), and Cultural connections and resources (6 items). There were moderate correlations between factors, with the exception of factor 5. Omega was >0.75 for all factors. The inter-rater reliability for each factor was fair to good (ICC 0.5–0.7). Conclusions: This study conducted a comprehensive psychometric validation that provides initial evidence towards the cultural validity of the ACTSQ to support assessment of complex trauma and strengths among Aboriginal and Torres Strait Islander peoples. Future studies are required to replicate and further evaluate the psychometric properties of the ACTSQ using larger samples. KEY POINTS: What is already known about this topic: Complex post-traumatic stress disorder (complex trauma) is formally recognised in the International Classification of Diseases Eleventh Revision (ICD-11) to describe a cluster of symptoms frequently associated with prolonged exposure to inescapable threats or abuse, and often involving interpersonal violation. For Aboriginal and Torres Strait Islander peoples in Australia impacted by complex trauma, there may be compounding factors, such as experiences of by historical trauma, loss and socio-economic deprivation stemming from colonisation. Tools to assess complex trauma have been validated in several populations, but not among Aboriginal and Torres Strait islander peoples. What this topic adds: This paper presents the psychometric evaluation of a questionnaire designed to measure complex trauma and strengths in Aboriginal and Torres Strait Islander parents, the Aboriginal and Torres Strait Islander Complex Trauma and Strengths Questionnaire (ACTSQ). Aboriginal and Torres Strait Islander parents (n = 110) from three Australian jurisdictions were included in an exploratory factor analysis. The ACTSQ provides culturally validated items across six complex trauma domains. Items that are aligned with symptom clusters identified in the International Trauma Questionnaire are included. In addition, through a rigorous process of Aboriginal-led community co-design, three other domains are identified as important: grief, loss and disconnection; strengths and sense of self; and sense of belonging. The ACTSQ provides culturally validated items for the assessment of complex trauma-related distress and strengths among Aboriginal and Torres Strait Islander families. Field testing and refinement is now required. [ABSTRACT FROM AUTHOR]

Introduction: Indigenous children may be at higher risk of being misdiagnosed with speech‐language difficulties due to Eurocentric practices in health care and education. The use of conventional speech pathology assessment practices contributes to inappropriate disorder identification, further stigmatising a vulnerable population. Few resources are available for speech pathologists, which examine the cultural and linguistic relevance of assessments for this population. Objective: To provide important features for speech pathologists to account for when building assessment plans for Indigenous children. Design: This comprehensive scoping literature review was completed using the Arksey and O'Malley 6‐step methodological framework, including the optional consultation exercise, and reported using the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) guidelines. To be included, studies needed to have been published since 2000, discuss speech‐language assessments and involve a significant proportion of Indigenous participants under 7 years old. Findings: Three features were extracted from 32 studies that discussed First Nations, Métis, Inuit, Native American, Aboriginal and Torres Strait Islander communities: using a battery of resources including alternative approaches, ensuring authenticity and cultural relevance, and considering a child's linguistic characteristics. Conclusion: While there remains a need to adapt according to a specific child's reality, this study provides a guideline for all allied health clinicians when they are building their culturally and linguistically relevant assessment plans. [ABSTRACT FROM AUTHOR]

This study assessed the availability and types of information resources in agricultural colleges in Northwest Nigeria, with a focused on the types and scope of resources available in their libraries. Specifically, the objectives of the study were to determine if library collections included both print and electronic formats, to examine whether collections contain agricultural research reports and studies conducted by the colleges or affiliated institutions, and to identify if the collections encompass materials on local indigenous agricultural practices and knowledge. A descriptive survey research design was employed, enabling the research to describe and report findings without manipulation. The population for the study consisted of library management teams from all seven Colleges of Agriculture in Northwest Nigeria, and total enumeration sampling was used to engage the entire population due to its manageable size. Data was collected through an interview guide and analyzed thematically. Results indicate that all participating libraries (100%) provide both printed and non-print information resources. Additionally, all respondents confirmed that their collections include agricultural research reports and studies by the college or its affiliated institutions, as well as materials on local indigenous agricultural practices and knowledge. The study concluded that while agricultural colleges in Northwest Nigeria possess diverse and relevant information resources, further efforts are needed to support and expand these collections. Recommendations for enhancing access and preservation of these resources are provided. [ABSTRACT FROM AUTHOR]

The article explores the impact of colonial boarding schools on indigenous communities in the US, Canada, Australia, and New Zealand, emphasizing the erasure of native languages and cultures through assimilation tactics. It delves into the case of Tibet, where Chinese government boarding schools force Tibetan children to attend, raising concerns about the loss of Tibetan language and culture. The text questions China's education policies in Tibet, which seek to replace Tibetan language with Mandarin, potentially erasing Tibetan identity and violating human rights standards. It draws parallels between the experiences of Tibetan children and indigenous communities, calling for international action to address the cultural genocide faced by Tibetan children and protect their rights and well-being. [Extracted from the article]

In 1978, the United States enacted the Indian Child Welfare Act (ICWA) "to protect the best interest of Indian Children and to promote the stability and security of Indian tribes and families by the establishment of minimum Federal standards for the removal of Indian children and placement of such children in homes which will reflect the unique values of Indian culture." The ICWA was codified to address centuries of genocidal government policies, boarding schools, and coercive adoptions that ruptured many Native families. Now one of the strongest pieces of legislation to protect Native communities, the ICWA was designed to ensure that Native foster children are placed with Native families. Implementing the ICWA has not been smooth, however, as many non-Native foster parents and state governments have challenged the ICWA. While the ICWA has survived these legal challenges, including the recent 2023 Haaland v. Brackeen Supreme Court case, the rise of non-Natives claiming Native heritage, also known as self-indigenizers or "pretendians," represents a new threat to the ICWA. This Article presents a legal history and analysis of the ICWA to unpack the policy implications of pretendians in the U.S. legal context. This Article demonstrates how the rise of pretendians threatens to undermine the very purpose of the ICWA and thereby threaten the sovereignty of Native peoples. By legally sanctioning the adoption of Native children into non-Native pretendian homes, the ICWA can facilitate a new era of settlers raising Native children, rather than preventing this phenomenon as intended. In response, this Article offers concrete policy recommendations to bolster the ICWA against this threat. [ABSTRACT FROM AUTHOR]

This document serves as an introduction to a special edition of the journal Planning Practice & Research, which focuses on the challenges and progress related to rights in urban planning. It explores violations of rights in cities, such as discriminatory planning policies and practices, and highlights progress made at the local level. The document discusses various rights, including human, Indigenous, housing, and property rights, and how municipal governments and planners are responding to these challenges. It also discusses the concepts of the right to the city and rights in the city, as well as the importance of freedoms in exercising rights. The text further explores the adoption and implementation of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) in Canada, particularly in British Columbia, and examines the broader issue of rights and freedoms in cities worldwide, including property rights, the right to housing, and freedom of speech. The special edition of articles included in the text covers a range of topics related to rights in cities, including housing, land use, participation, and the treatment of ethnic and religious minorities. Overall, the text emphasizes the importance of cities in addressing and protecting human rights, while acknowledging the ongoing challenges and the need for continued progress. [Extracted from the article]

This article explores the experiences of teachers working in schools located in Indigenous rural contexts in the Atacama Desert, in the north of Chile. Through Indigenous community members life stories and participating teachers, this study presents some of the main challenges teachers face when teaching in local schools, as well as the Indigenous community's perception about their children accessible education. Emerging categories from the interviews were coded and used to analyses the information, using a decolonising qualitative approach, informed by Indigenous Peoples' Rights. [ABSTRACT FROM AUTHOR]

Background: Skin concerns are frequent among urban‐living Aboriginal children, yet specialist dermatology consultations are limited with studies highlighting the need for improved cultural security. Through newly established paediatric dermatology clinics at two urban Aboriginal Community Controlled Health Organisations (ACCHOs), we aimed to describe clinic and patient data, including disease frequencies and associations, to inform dermatology service provision and advocacy. Methods: A prospective cohort study of Aboriginal children and young people (CYP, 0–18 years) attending Aboriginal Health Practitioner (AHP) co‐ordinated paediatric dermatology clinics at two urban ACCHOs. Results: Data were collected from 32 clinics over 19 months, with 335 episodes of care and a mean attendance rate of 74%. From 78 new patients, 72 (92%) were recruited into the study, only one of whom had previously received dermatologist assessment. Eczema, tinea or acne accounted for 47% (34/72) of referrals, and 60% of patients received their first appointment within 4 weeks of referral. In 47/72 (65%) consultations, the GP referral and dermatologist diagnosis concurred. The most frequent diagnoses (primary or secondary) at first consultation were atopic dermatitis (26%, 19/72), dermatophyte infections (25%, 18/72), acne (21%, 15/72), bacterial skin infections (18%, 13/72) and post‐inflammatory dyspigmentation (18%, 13/72). Three categories of the 2022 Australasian College of Dermatologists curriculum (infections, eczema/dermatitis, pigmentary disorders) accounted for 59% of all diagnoses. Conclusions: This study highlights the specialist dermatology needs of urban‐living Aboriginal CYP. ACCHO‐embedded dermatology clinics co‐ordinated by AHPs demonstrated benefits for Aboriginal CYP in accessing care. Opportunities to embed dermatology practice within ACCHOs should be prioritised. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Indigenous Child and Youth Care: Weaving Two Heart Stories Together by Cherylanne James is discussed in this review as a critical contribution to child and youth care education in Canada. James's Indigenous feminist orientation invites child and youth care students to unlearn colonial narratives, to instead center Indigenous approaches to care. The reviewer highlights the effectiveness of James's approach in engaging in "difficult knowledge" with learners to foster relational accountability, and shares how this approach models "journeying," moving from deficitcentered orientations toward Indigenous-led, desirebased approaches for decolonial care. The text guides child and youth care students to reflect critically on their role in supporting Indigenous futurities. [ABSTRACT FROM AUTHOR]

Indigenous Child and Youth Care: Weaving Two Heart Stories Together by Cherylanne James is discussed in this review as a critical contribution to child and youth care education in Canada. James's Indigenous feminist orientation invites child and youth care students to unlearn colonial narratives, to instead center Indigenous approaches to care. The reviewer highlights the effectiveness of James's approach in engaging in "difficult knowledge" with learners to foster relational accountability, and shares how this approach models "journeying," moving from deficitcentered orientations toward Indigenous-led, desirebased approaches for decolonial care. The text guides child and youth care students to reflect critically on their role in supporting Indigenous futurities. [ABSTRACT FROM AUTHOR]

Background: Developing effective participatory community-based governance is a key challenge for delivering equitable outcomes in market-based carbon and ecosystem services projects. Aim: To explore Indigenous participants' perspectives concerning implementation of representative community-based governance model for the longest running and largest market-based savanna fire management (SFM) project in northern Australia, the Arnhem Land Fire Abatement (ALFA) projects. Methods: The study employed semi-structured interviews conducted between 2020–2022 exploring governance priorities and outcomes with 20 Indigenous participants occupying ALFA project leadership positions. Key results: The ALFA governance model, involving participation of Indigenous Ranger Groups (IRGs) and representation of traditional Landowners as Directors on an entirely Indigenous-led Board, was considered to provide effective SFM project oversight and broader community acceptance. Identified benefits included supporting local cultural fire and land management responsibilities, regional networking, collective decision-making for benefit-sharing arrangements. Expressed concerns included potential for external IRG hosting institutions to diminish decision-making responsibilities of traditional Landowners, and preference for local IRG's to strengthen links to traditional Landowners to promote broad community benefits. Conclusions: The principles of the Indigenous representative and participatory ALFA governance model serve as an instructive example for local communities in other regional settings seeking to leverage emergent development opportunities through ecosystem service economies. Developing effective participatory community-based governance is recognised as a key challenge in delivering equitable and sustainable outcomes for Indigenous communities in market-based carbon and ecosystem services projects. This article belongs to the collection: Savanna burning. [ABSTRACT FROM AUTHOR]

The article discusses the principles and practices of Indigenous authorship in health research, focusing on the importance of respecting, recognizing, and honoring Indigenous Knowledges. The authors, a collective of Aboriginal and non-Indigenous researchers, share their team's approach to promoting Aboriginal and Torres Strait Islander self-determination and well-being. They emphasize the need to privilege Indigenous ways of knowing, being, and doing, and to engage in transformative actions to mitigate the ongoing effects of colonization. The article provides guidelines for Indigenous authorship, highlighting the importance of community ownership, informed consent, and de-centering oneself to work collectively with Indigenous peoples. [Extracted from the article]

Objective: Alaska Native children may be at increased risk for dental caries because of added sugar intake from sugar‐sweetened fruit drinks. This study describes development of a questionnaire to (a) assess Alaska Native caregivers' beliefs, knowledge, and behaviors regarding sugar‐sweetened fruit drinks, and (b) describe behavior changes within a community‐based intervention. Methods: Questionnaire development was conducted in three phases with Yup'ik Alaska Native caregivers in Southwest Alaska: (1) initial selection and adaptation of questionnaire items; (2) cognitive testing; and (3) data collection. The Sugar‐Sweetened Fruit Drink Questionnaire (SFDQ) contains 31 culturally‐tailored items across six areas: beliefs/values, environment/skills, knowledge, motivation, self‐efficacy, and behaviors. Results: Eighty‐one percent of caregivers gave their children sugar‐sweetened fruit drinks. Motivations included: what they grew up with (52%), few other options (46%), makes child happy (46%), healthier than soda (45%), and others in community drink them (42%). On average, 93% of caregivers believed drinking a lot of sugar‐sweetened fruit drinks leads to cavities in children and caregivers agreed (mean 4.1 on 5‐point scale, 5 = strongly agree) it is important to limit sugar‐sweetened fruit drinks. Among a sub‐sample of respondents (n = 20), we found low to moderate temporal stability in some SFDQ items over a 10–14 day period, indicating respondent ambivalence and/or uncertainty. Conclusions: Using community‐based participatory research methods, we developed a culturally tailored exploratory questionnaire that will be used to describe changes in caregiver knowledge, beliefs, attitudes, self‐efficacy, and behavior within a planned intervention to reduce sugar‐sweetened fruit drink intake in Alaska Native children. [ABSTRACT FROM AUTHOR]

This article presents findings from a scoping review of qualitative grey literature regarding children's and families' perspectives and understanding of Children's Court criminal processes in which they are participants. Many children and families had difficulty understanding court proceedings, particularly formal and legal language, and fully appreciating the significant implications of decisions for their future lives. Professional support was often inconsistent and unreliable. One area where positive processes were experienced was in alternative courts, especially Indigenous courts. The findings support previous research and international law that recommends greater involvement of children and families in court processes to achieve fairer and better outcomes. [ABSTRACT FROM AUTHOR]

The document "Index" from the journal "International Perspectives on Education & Society" covers a wide range of topics related to education, society, and global issues. It includes discussions on academic freedom, access to services, cultural reparation, colonial schooling, and comparative education. The document also touches on themes such as digital learning, equity in education, LGBTQ+ inclusion, and the impact of education on economic development. Additionally, it explores concepts like decolonization, reparations, and the role of education in fostering democracy and social justice. [Extracted from the article]

This paper aims to elucidate the opportunities that incorporating a Quantitative Critical Race Theory (QuantCrit) approach into Comparative Education brings to tackle Methodological Nationalism. It uses data from the Young Lives survey and Oaxaca-Blinder decompositions to examine the difference in mathematics scores at age 12 and educational attainment at age 20 between Indigenous and non-Indigenous children in Peru. Tackling Methodological Nationalism involves unpacking power relations linked to the nation-state. To do so, analyses incorporate QuantCrit by using a multidimensional and a binary operationalization of Indigeneity, by assessing potential biases in the outcome data, and by reflecting on the choice and categorization of explanatory factors. This helps ensure that this research is mindful of the historical power dynamics that have affected Indigenous populations in Peru. Results show that the differences in education outcomes are primarily attributable to differences in sample characteristics between groups and that the way Indigeneity is defined does matter for research conclusions. Only structural and educational opportunity variables make a significant contribution to close the outcome difference. Maternal education is the most important factor to close the score gap at age 12, while at age 20 it is wealth index. Using a multidimensional Indigeneity definition alongside a binary one allows distilling diversity in the experiences of children who can be considered Indigenous. Following a traditional nation-state approach whereby only language is used to determine Indigeneity would hinder doing so. This shows that a QuantCrit approach is helpful in providing new insights to address Methodological Nationalism. [ABSTRACT FROM AUTHOR]

Sotho-Tswana children's games contribute to the well-being of young children in South Africa. However, the broader potential of indigenous African games has not been fully recognized. Their value goes well beyond entertainment, as they represent learning tools that benefit children in their early childhood and beyond. In many rural settings in South Africa, learning about well-being as a member of a family and of the surrounding community does start not at a formal school but within the environment where children spend their early formative years, playing games and being taught basic skills that benefit them when they enter the formal schooling system and are integrated in a broader society. This paper examines the performance of indigenous games as informal learning tools that help children in rural areas in South Africa to adapt with some ease to the different stages of growing up. Thereto, the study autoethnographically analyses five indigenous games and their roles in promoting children's well-being by offering them an informal learning experience. A Setswana adage is used to provide theoretical insight in line with analytical autoethnography, while purposive sampling was applied, selecting specific games, based on the researcher's prior knowledge and his childhood experience of games. The researcher supplements information with relevant literature to triangulate the importance of games as an informal learning tool to benefit the well-being of children. [ABSTRACT FROM AUTHOR]

Introduction: Extensive literature has investigated the prenatal risk factors of developmental delay in children, with evidence highlighting the impact of prenatal health, mental health, and behavioural factors. While a deficit discourse has underscored Indigenous health research and policies, strengths-based approaches provide an opportunity to reframe this discourse, to illustrate and celebrate the strength and resilience of Australian Indigenous families. As such, this study aimed to identify the protective impact of healthy pregnancy and lifestyle in mothers on developmental delay in Indigenous Australian children; and whether it varies by child birthweight adjusted for gestational age. Further, we also tested whether child birthweight for adjusted gestational age mediates the association between a healthy pregnancy and lifestyle in mothers and developmental delay in their Indigenous offspring. Methods: Strength-based analysis was conducted using data from 8 longitudinal waves of LSIC study in Australia. Random-effect models were used to longitudinally measure the impact of maternal healthy pregnancy and lifestyle on developmental delays in their children between 2008 and 2018. A composite score (ranging from 0 to 3, score = 3 refers to most healthy pregnancy) was created for a healthy pregnancy and lifestyle variable using three criteria − (1) a lack of medical conditions, (2) no substance use including smoking/alcohol/illicit drugs, and (3) intake of iron/folic acid during pregnancy. All models were adjusted for potential covariates. Results: Of the 780 mother-child dyads analysed, 65.4% of mothers reported healthy pregnancy and lifestyle; while 73.5% of children born with a recommended appropriate birthweight adjusted for gestational age, and 91.4% reported no developmental delays. In children born in the recommended range of appropriate birthweight adjusted for gestational age, healthy pregnancy in mothers (most healthy, aOR: 4.76, 95% CI: 1.12–20.18; and 2nd most healthy, aOR: 4.02, 95% CI: 1.09–14.83) was protective against development delay compared to maternal unhealthy pregnancy. Living in remote areas (vs. major city, and regional) was also found to be protective against developmental delay in those who were born within the recommended range of birthweight adjusted for gestational age. Further, the current study found that child birthweight for adjusted gestational age does not have any mediating effect on the association between healthy pregnancy in mothers and developmental delay in their children. Conclusion: This strengths-based study suggests healthy pregnancy in mothers should be advocated to prevent developmental delay in their offspring in the Australian Indigenous population. The findings also found living in remote areas has a protective effect against developmental delay in Indigenous children who born within the recommended range of birthweight adjusted for gestational age. These findings have implications for challenging and reframing the deficit discourse surrounding Indigenous Australian health research and policymaking. Further studies are needed to investigate the positive relationship between Indigenous Australians' health and social and emotional well-being (SEWB) and their connection to their country and culture. [ABSTRACT FROM AUTHOR]

Background: Indigenous children and adolescents experience life circumstances that significantly affect their social and emotional well-being (SEWB) and limit their capacity to fulfil their potential. This contributes to inequities in health, education, employment, and justice system involvement.Aim: We aimed to synthesise the existing literature to comprehensively understand the protective and risk factors for SEWB of Indigenous youth in Canada, Australia, New Zealand, and the United States (CANZUS).Methods: We conducted a systematic search of English literature using Google Scholar, Scopus, Informit, HealthInfonet, and PubMed.Results: Sixty-nine articles met the inclusion criteria. The identified risk and protective factors were mapped according to seven thematic and interconnected areas including connection to the (a) body; (b) mind and emotions; (c) family and kinship; (d) community; (e and f) culture, country, and land (place/space); and (g) ancestry and spirituality.Conclusions: Indigenous peoples’ perceptions of SEWB differ from traditional Western conceptualisations of health. Their perceptions carry a culturally distinct meaning, which is largely shared by Indigenous peoples across the CANZUS societies. An understanding of risk and protective factors for SEWB can inform targeted policy and public health practice frameworks aimed at improving Indigenous youth’s health and well-being. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the impact of SEZ on indigenous peoples' socioeconomic status and local development in the study area. A quantitative approach to analyzing the socioeconomics of treatment and control groups. A structured questionnaire was designed and a field survey was undertaken to collect primary data from respondents. This study used Principal Component Analysis (PCA) to create a socioeconomic index for two groups: those who sold their agricultural land and those who did not sell, and a two-sample independent t-test was used to determine the influence of SEZ on socioeconomic and local development. The results showed that the compensation amount for the acquired land not only improved the socio-economic living conditions of the indigenous population in short run, but also transformed their type of employment from agriculture to labor work, increased health expenditure, increased household wealth and minor changes in education expenditure and construction effected new houses, most of which is used for child marriage, vehicle purchased and dowary expenses in the special economic zone. This unproductive spending increases in the short term, which in the long run will convert skeikonicity into deprivation. Previous studies focused only on the geopolitics behind the geo-economy and the challenges and success factors for SEZs in Pakistan. This study is unique as it is the first attempt that uses statistical and economic tools to identify the positive and negative impacts of SEZ on the local development in the area. It makes an academic contribution to the literature to improve the knowledge of the effects of these special economic zones on the local development in any area. [ABSTRACT FROM AUTHOR]

AbstractThere is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexamined cohorts living in regional and remote locations. We examined how they used language in the classroom and in the playground, and with different audiences (e.g. peers vs teachers). Naturalistic language data were collected in seven schools located in different settings within Western Australia. 230 children and their teachers were recorded. The data show these students draw on their full linguistic repertoire when at school – moving between lighter or heavier varieties of Australian Aboriginal English (AAE), their traditional languages (e.g. Martu and Kija), SAE, as well as Kriol (an Australian creole) in some remote locations. We also found they adjusted their language choices according to the audience and content of their discussions and they utilised processes of translanguaging as part of these school interactions. [ABSTRACT FROM AUTHOR]

The article discusses the importance of meaningful participation of Indigenous children and young people in improving health outcomes. It highlights the disparities faced by Indigenous youth in accessing healthcare services and the need for culturally safe services that meet their unique needs. The case study of the Koorie Youth Council in Victoria demonstrates how youth-led, Indigenous-led initiatives can empower Indigenous children and young people. The article emphasizes the urgency for decision-makers to listen and act, ensuring that Indigenous voices are heard and valued in shaping their own futures. [Extracted from the article]

The text discusses the significance of opening Australia's multilingual archive, exploring the interplay between power, knowledge, and collective memory in the national archive. It delves into the impact of language and translation on Australian history-making, highlighting the challenges faced by migrants in the Anglophone West and the dominance of the English language. The article emphasizes the importance of multilingualism in reshaping historical narratives, challenging traditional structures, and enriching Australia's complex place in the world. [Extracted from the article]

Improving social and emotional well-being (SEWB) among Indigenous adolescents is crucial. Since neurodevelopmental disorders (NDDs) are common in Indigenous people and adverse childhood experiences (ACEs) are important contributors to negative health outcomes throughout the lifespan, we investigated whether limited ACE exposure is associated with reduced risk of NDDs in Australian Indigenous teens using the data from multiple waves (Wave 1 to Wave 9, and Wave 11) of the Longitudinal Study of Indigenous Children (LSIC). We also examined the role of other protective factors, such as Indigenous cultural identity and school connectedness, against NDDs. A strengths-based approach using mixed-effects logistic regression models examined the protective effect of limited ACE exposure (from LSIC waves 1–9) on NDDs (outcome from LSIC wave 11), adjusting for sociodemographic factors. The NDDs included autism, ADHD, intellectual, neurological, and specific learning disabilities. Of the 370 individuals analysed, 73.2% valued Indigenous cultural identity, and 70.5% were strongly connected at school. More than one-fourth (27.8%) reported limited ACE exposure, while the majority was not diagnosed with NDDs (93%). Longitudinal analysis revealed limited ACE exposure was 6.01 times (95% CI: 1.26–28.61; p = 0.024) more likely to be protective against NDDs compared to those exposed to multiple ACEs. Moreover, valuing cultural identity (aOR = 2.81; 95% CI: 1.06–7.39; p = 0.038) and girls (aOR = 13.88; 95% CI: 3.06–62.84; p = 0.001) were protective against NDDs compared to their respective counterparts. Our findings highlight the need to prevent ACE exposure and promote Indigenous cultural identity in preventing negative health outcomes and the exacerbation of health inequities to strengthen the SEWB of Indigenous communities. [ABSTRACT FROM AUTHOR]