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Abstract Background Evidence on child feeding practice is often based on the perspectives and experiences of parents and less that of health practitioners. In this study, we explored child feeding practice in Aboriginal communities in northern Australia from both the parents and health practitioners’ perspectives with the aim of informing nutrition improvement programs. Methods Qualitative research methods were employed. Using semi-structured interviews, parents (n = 30) of children aged 2–5 years, and 29 service providers who were involved in the delivery of child health and nutrition programs in the same communities, were asked about child feeding attitudes and practices. Responses were analyzed through inductive and deductive analysis, recognizing that worldviews influence child feeding practices. Results Sharing food was a central practice within families. Parents highly valued development of child independence in food behavior but were conflicted with the easy access to unhealthy food in their communities. This easy access to unhealthy food and inadequate food storage and kitchen facilities for some families were major challenges to achieving optimal diets for children identified by Aboriginal families and service providers. The responsive style of parenting described by parents was often misunderstood by service providers as sub-optimal parenting when viewed through a dominant western lens. Conclusions Approaches to support healthy feeding practices and optimal child nutrition require health-enabling food environments. Along with a community-based Aboriginal health workforce, it is paramount that the non-Aboriginal workforce be supported to be reflective of the impact of worldview on their practice, to ensure a culturally safe environment for families where parenting styles are understood and appropriately supported.

Background: Evidence on child feeding practice is often based on the perspectives and experiences of parents and less that of health practitioners. In this study, we explored child feeding practice in Aboriginal communities in northern Australia from both the parents and health practitioners' perspectives with the aim of informing nutrition improvement programs.Methods: Qualitative research methods were employed. Using semi-structured interviews, parents (n = 30) of children aged 2-5 years, and 29 service providers who were involved in the delivery of child health and nutrition programs in the same communities, were asked about child feeding attitudes and practices. Responses were analyzed through inductive and deductive analysis, recognizing that worldviews influence child feeding practices.Results: Sharing food was a central practice within families. Parents highly valued development of child independence in food behavior but were conflicted with the easy access to unhealthy food in their communities. This easy access to unhealthy food and inadequate food storage and kitchen facilities for some families were major challenges to achieving optimal diets for children identified by Aboriginal families and service providers. The responsive style of parenting described by parents was often misunderstood by service providers as sub-optimal parenting when viewed through a dominant western lens.Conclusions: Approaches to support healthy feeding practices and optimal child nutrition require health-enabling food environments. Along with a community-based Aboriginal health workforce, it is paramount that the non-Aboriginal workforce be supported to be reflective of the impact of worldview on their practice, to ensure a culturally safe environment for families where parenting styles are understood and appropriately supported. [ABSTRACT FROM AUTHOR]

Australia’s Indigenous peoples account for 3% of the country’s population yet continue to experience disproportionately higher rates of mortality and hospitalization for many infectious diseases.1 The 2009 influenza pandemic had an inequitable impact on Indigenous peoples in Australia,2 New Zealand,3 the Americas and the Pacific.4 Genuine and tangible actions that include Indigenous peoples in the planning and response for pandemic influenza is overdue. This paper will identify some of the strategies to incorporate the perspectives of Australia’s Indigenous peoples (hereafter Aboriginal) in planning and responding to infectious disease emergencies.

This article explores the notion of "learning on country" as a pedagogical approach through engagement with Aboriginal communities and organisations in the context of a masters sustainable design course. Offered at the University of South Australia since 2013, experiential learning provides an educational praxis whereby skills and knowledges are acquired through processes of participation and the transformative nature of reflection. Students engage with Ngarrindjeri worldviews, beliefs and values, and an awareness of their cultural positionality provides broader contexts for learning outcomes. Staff and students participate in cultural activities and share perspectives and design ideas with Ngarrindjeri elders. Learning interactions between students and elders also strengthens an understanding of Ngarrindjeri relationships to country and further enhances knowledge of the socio-cultural environment of Aboriginal people. Transferable to other disciplines and contexts, the program offers further opportunities for collaborative engagement with Aboriginal communities and highlights the significance of multiple ways of being and knowing. [ABSTRACT FROM AUTHOR]

This article describes the learning that took place in the context of a provincial family enhancement unit within an Aboriginal child welfare agency. Many benefits were identified for the workers, the families, and the relationship to the community. Most notable were the positive effects on non-Aboriginal government staff who were immersed in a more traditional Aboriginal agency. Key learnings include the importance of relationship in child welfare practice, the desire of child welfare workers for greater creativity in their responses to children and families and the need for more supportive leadership in the creation of the conditions necessary for this to happen. Recommendations are made to provincial officials to assist in the creation of such an environment. [ABSTRACT FROM AUTHOR]