bluuebunny/crossref_metadata_2025 huggingface dataset:
Multi-Component Solar Protection Interventions: The Impact of Modelling and “Trickle Down”?
Authors: Gregory Christopher J. , Higginbotham Nick , Shea John D.
Published: August 2016

Workers in outdoor occupations routinely face unavoidable exposure to the sun's ultra violet rays with attendant risk of skin cancer, and this study evaluated a multi-faceted education program aimed at improving the solar protection practices of Australian Technical College Surveying students performing outdoor field exercises. One hundred and fifteen students were randomly assigned (by class) to either a Control or Treatment group, and given slides, information sheets, and a guest talk by a young woman who had recovered from life-threatening skin cancer, with a baseline and two follow-up assessments being made on field days using a behavioural diary. A greater proportion of students receiving the solar education increased sunscreen cream application and hat use compared with Control participants, and a composite index of solar protection favoured the Treatment group. Moreover, Control participants significantly changed some solar protection behaviours, possibly through modelling the Treatment group, and Treatment participants showed significantly higher rates of particular sun protection behaviours at the second post test occasion than at the first post test occasion.
Linguistic Relativity in Fiji: A Preliminary Study
Authors: Taylor Robin
Published: August 2016

There is a lack of experimental support for Linguistic Relativity Theory (LRT), which has not been tested in a South Pacific context. Fifty-two bilingual male (n = 26) and female Fijians read, and answered survey questions on the family dilemma, “An Unwanted Child?” - one group functioning in English and the other in Fijian. The group reading and answering in Fijian tended to place more emphasis on the rights of the extended family, whereas the group reading and responding in English placed more emphasis on the rights of the individual. These preliminary findings are consistent with LRT theory, and form the basis for more extended study, including perhaps a wider range of dilemmas and linguistic abilities (e.g., Fijians living in Australia).
A Commentary on Child Abuse in Papua New Guinea
Authors: Ferea William
Published: August 2016

Psychologists at U.P.N.G. have for the last year and a half projected a prominent profile on the issue of “child abuse” in P.N.G. It seems that before the discovery of this problem by the psychologists of U.P.N.G., “child abuse” was not an issue in P.N.G. Since this “discovery” there have been: a workshop on “child abuse in P.N.G.” in July of 1994, an editorial in the nation's second national newspaper on this evil, an interview with the chairman of the psychology department, Dr. David Boorer, enlightening us as to the problem, and a one day seminar on Sept 6, 1995, on the topic of “child Abuse and Pornography”. This problem which U.P.N.G. psychologists have allegedly discovered raises a number of questions. First, has sufficient statistical evidence been offered to substantiate that the original problem of noteworthy magnitude, indeed exists. Second, is there any significant evidence offered to substantiate that there exists “growing concern about child abuse” beyond the statements which have been made by members the psychology staff alleging such concern? Third, “child abuse” is a general term which has become current among certain first world professionals in specific first world contexts. Even in this original context it is very loosely (vaguely?) defined to cover a variety of phenomena: physical, sexual, mental and emotional. Have the U.P.N.G. psychologists given sufficient empirical definition to this first world concept so that it is meaningfully behavioural descriptive in the different third world context of P.N.G.?
Cognitive-behaviour therapy for panic disorder: A Papua New Guinea case
Authors: Marai Leo
Published: August 2016

The case of a 43 year old Papua New Guinea man with no previous history of psychological disorder who was diagnosed as suffering panic disorder is described. This case illustrates the possible applicability of cognitive-behaviour therapy to Papua New Guineans with a range of anxiety problems.

The patient, Mr A, is a 43 year old married father of four children, employed in a supervisory position with a large PNG corporation. He comes from a middle class family of nine children and describes his childhood in bright colours. He completed ten years of schooling before obtaining a job with his current employer. There was no family history of psychiatric disorder.

Mr A's presenting concern was pain on the right side of his arm and regular severe headaches. Mr A first experienced the pain in 1986 when it lasted for a few weeks and than stopped. However, in 1990 the pain returned. Mr A sought medical treatment and analgesic drugs were prescribed. The drugs relieved the pain but for only a short time.
Pictorial Depth Perception of Papua New Guinean Students
Authors: Marai Leo
Published: August 2016

Twenty male and five female undergraduates were assessed in a study designed to test for three dimensional pictorial perception in a Papua New Guinea sample. A version of Hudson's (1960) and Deregowski's (1968) test stimuli was used; the stimuli were slightly modified to make them culturally appropriate. The major result of the study was a finding of consistent sex differences in pictorial depth perception. Males tended to perceive three dimensionally while females tended to perceive two dimensionally.
Waving a Tattered Banner? Aboriginal Language Revitalisation
Authors: Jolly Lesley
Published: August 2016

This paper examines the philosophy and practice of programs that aim to maintain, renew, or revive Aboriginal languages in Australia. I focus here on languages, mainly those of urban and rural rather than remote areas, for which there are few if any fluent speakers left. I will refer to them as dead or dying languages although I am aware that in the Aboriginal tradition people consider themselves to own languages that neither they themselves nor their dose kin speak, and that this ownership is very much a part of a living culture. I begin by reviewing some basic issues that arise in planning language programs for such languages. The final section considers some of the factors affecting the success of such programs.
Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies
Authors: Whatman Sue
Published: August 2016

Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.
Valuing our Histories in Schooling and Beyond
Authors: Tripcony Penny
Published: August 2016

It is timely that this conference has been convened to promote and support the recording of family and community histories. These histories can be offered as an alternative to the one sided view of Australian history currently presented in our schools, and provide students with a balance of viewpoints about events that have occurred in this country in the last two hundred years or so. In the past schools have taught only one perspective of the colonisation of this country, and have shown little respect for views other than those presented in written reports, letters, press articles and other documents by the British colonisers.
Developing Early Reading Skills In Young Aboriginal Children Through Listening Activities
Authors: O'Brien David
Published: August 2016

The mastery of beginning reading skills by Aboriginal students is still an area of ongoing concern. The discussion paper released as part of the National Review of Education for Aboriginal and Torres Strait islander people (1994) points to 45% of Aboriginal students having significantly lower levels of achievement in literacy and numeracy than other Australian students despite the intervention programs that have been developed and implemented. The Review also recommends that to improve this situation an emphasis needs to be placed on literacy programs “which identify difficulties as early as possible and which deliver special assistance to improve and maintain literacy achievements at the earliest possible time”(1994). The purpose of this article is to provide an example of one such program that has been developed around new research into the area of early reading development and used successfully with young Aboriginal students.
Aboriginal Studies Training and Development Does it Change Attitudes?
Authors: Mulkerin Vince
Published: August 2016

Since mid 1990 I have been part of the Eastern Area Aboriginal Studies team. The “team” comprises two people, myself and an Aboriginal Education Worker (AEW), Mrs. Shirley Gollan. The role of the Aboriginal Studies team is to provide training and development in Aboriginal Studies for school communities across the Education Department Eastern Area.
Palm Island Women Speak Out
Authors: Keary Anne
Published: August 2016

Education is a vital political concern to Aboriginal and Islander women. Despite common assumptions that Aboriginal and Islander families do not hold high expectations for their children's education, Aboriginal and Islander families do value education for their children and hold high educational aspirations for them. This general perception of Aboriginal and Islander parents' disinterest has to do with the mismatch between the education provided and the culture of their children. Palm Island women as community other - Mothers, for instance, show a deep concern about their own and their children's education. It is only by gaining a political vocabulary by which to speak that Palm Island women can begin to articulate the educational needs for their children. This voice emanates from their standpoint and speaks in their interests, and contests Anglo-Australian paternalistic models of education. This article will give voice to Palm Island women as they speak about their children's education and their own educational aspirations.
The Creole Language Debate and The Use of Creoles in Australian Schools
Authors: Harris J. , Sandefur J.
Published: August 2016

The English-based creoles, which are spoken by a very large number of Aboriginal Australians, are so named because it is obvious that a large proportion of their lexicon is derived from English. This fact alone, however, does not indicate that they are merely regional varieties of English. They are distinct languages. Together with other world creoles, they are at the frontier of linguistic research and the subject of considerable controversy. One critical forum of debate centres on the validity of creoles as languages of education. It is the intention of the authors that this paper should achieve two things. Firstly, it is intended to contribute constructively to that debate. Secondly, it is intended to provide an overview of the present use of some creole languages in Australian schools.
Literacy, Genocide and the Media
Authors: Christie Michael J.
Published: August 2016

The structures of a traditional school curriculum, timetable, and teaching practices can, by their very nature, be destructive of Aboriginal identity and traditional Aboriginal education, even when, on the surface, the content of the school curriculum is Aboriginal. This article explores the idea that the processes of reading and writing and making books, movies and videos can also be very destructive of Aboriginal identity when these things are controlled by the imagination of white educators and media makers.
Parent Participation in Education: Ways of Fostering School-Home Cooperation
Authors: Cotterell J.L.
Published: August 2016

Those involved in educational programs with Aboriginal children have noted that the parents have little contact with the schools, and feel that they are unable to help their children with their schoolwork, even where they express interest in their children's school progress.
Aboriginal and Islander Views: Aboriginal Parental Involvement in Education
Authors: Budby J.
Published: August 2016

The Aboriginal consultative group to the Schools Commission in their report. Education for Aborigines, made the following statement about the involvement of parents in the education of their children.
Language in Education
Authors: Moser Lawrence
Published: August 2016

Language is a way of communicating between people by the use of symbols, signs, writing and oral speech. Language is used in different ways in different communities, countries and cultures throughout the world. Lindfors (1980, p.43) suggests that language consists of three major components: Semantic, Syntatic and Phonological.

Language is seen as being acquired by human beings through their own interaction with the environment that surrounds them. Human beings are able to build an overview of their language through personal experience, and also a cognitive structure developed from their world view.
Brisbane Urban Aboriginal Materials Kit
Authors: Lindemann Paula
Published: August 2016

The Brisbane Urban Aboriginal Materials were developed in response to a need - that is the scarcity of teaching materials related to urban Aboriginal lifestyles. They provide classroom materials for teachers which give insights into the lifestyles of Aboriginal people in Brisbane at this time.

The materials provide both teachers and students with an opportunity to gain a greater understanding of the culture of urban Aborigines in Brisbane. In doing so, it is hoped the materials will enable teachers to present an accurate and positive view of urban Aboriginal lifestyles.
Aboriginal Prisoners Design Their Own Curriculum
Authors: Mann Clare
Published: August 2016

Aboriginal people in Western Australia experience very high rates of imprisonment. In June 1985 the percentage of Aboriginal people in prisons in Western Australia was 32.7% (Walker and Biles 1986:23) and a large number of these were young men. Aboriginal people constitute 2.5% of the total population of Western Australia which means they are over represented at a rate of 12%(W.A.A.E.C.G. 1987:32). These figures have been extensively researched and documented (Hazlehurst 1987, Eggleston 1976 and Martin and Newby 1986) perhaps to the detriment of Aboriginal people (Parker 1987:140). Parker believes these high rates are due to the socio-economic and political status of Aboriginal people in our society, and suggests education programs about Aboriginal culture should be introduced to judicial agents accompanied by "the promotion of Aboriginal autonomy and independence in the areas of health, housing, education and employment" (Parker 1987:137). Broadhurst (1987:152) reinforces this view, asserting that the over representation of Aboriginal people in the criminal justice system is a result of deprivation and economic dependence and the development of the north-west, rather than an aspect of Aboriginality (Broadhurst 1987:179). He urges that prisons be used as a ’last resort‘.
South Australia’s Contribution to 1000 Teachers by 1990 - - New Targets for the Year 2000?
Authors: Lane Joe
Published: August 2016

Preparation and support programs for teacher trainees were instituted in South Australia in 1978. By that time, only thirteen Aboriginal/Islander people had ever graduated as teachers in South Australia. Since that time, and by the end of this year, over one hundred awards will have been completed in South Australia, eighty percent by people who had been prepared and enrolled through special entry preparation and support programs such as ATEP (Aboriginal Teacher Education Program) at Underdale and the Magill Early Childhood Education Program. Graduates now work across the range from pre-school to tertiary education. Around seventy percent of graduates are in classrooms, with another fifteen percent otherwise involved in education. Very few, if any, are employed.
Child Care - Site of Cultural Difference
Authors: Sparrow Barbara
Published: August 2016

My purpose in this paper is to describe the interaction among 3-5 year old children at two child care
centres. The centres become ‘windows’ through which to observe the children and the child rearing strategies of
the adults who direct and carry out the work of the two centres (Lubeck, 1985, 1). The two centres reflect the
values of two different cultures which are here described as Koori culture and mainstream culture.
The Maningrida Outstation Schools Radio Program
Authors: Garde Murray
Published: August 2016

Children living on a number of remote outstations or homeland centres in Central Arnhem Land have had access to European style education for nearly twenty years now. The Northern Territory Education Department employs visiting teachers who make regular visits to some outstations to work with Aboriginal teachers and children in these small ‘remote’ communities. The visiting teachers mostly live in a central larger community and use the central hub school as their base. A number of these hub schools or C.E.C.s now have homeland centre education resource buildings which provide the base for the provision of educational services to homeland centre schools.
Mathematics for Aboriginal Students Who Have A Different Worldview
Authors: Kepert Barry
Published: August 2016

Language develops our thoughts and shapes our understanding of the environment. Through working in different schools I have noticed that English plays a key role in the acquisition of school mathematics. Not only is the mathematics syllabus expressed in English but those students growing up using English appear to have a view of their world that is far more compatible with this mathematics than those students who use an Aboriginal language. The worldview of students using an Aboriginal language would appear to be very different.
Curriculum, Classroom Management and Discipline for the Aboriginal Student
Authors: Guider Jeff
Published: August 2016

The Director-General of Education in 1982, Mr. D.Swan, stated that Aboriginal education had two purposes: to enhance the development and learning of Aboriginal students and to enable all students to have some knowledge, understanding and appreciation of Aborigines and their cultural heritage (Aboriginal Education Unit, 1982, p.5). Unfortunately, today Aboriginal students still do not enjoy compatible success and participation rates to those of non-Aboriginal students. They are predominantly taught irrelvant curriculums and faced with inappropriate teacher classroom management and discipline styles. Subsequently, many Aboriginal students view schools as alien and hostile places. Schools do not meet Aboriginal students’ needs and problems of low self-esteem, motivation, academic achievement and a sense of safety and belonging often occur. Aboriginal students often do not behave in the same manner as non-Aboriginal students and teachers should be aware of the purposes of Aboriginal students’ behaviour and of the family and cultural influences which shape Aboriginals’ feelings, attitudes and values. There is a need in our schools for the inclusion of more Aboriginal perspectives in curriculums and for teachers to become aware of the need to change the way they teach and interact with Aboriginal students.
Yes, It Isn’t - No, It Is
Authors: Reid Carol , Velissaris Helen
Published: August 2016

During 1990 the Disadvantaged Schools Program (D.S.P.) funded an Urban Literacies Project in New South Wales. There were two strands; one was investigating English as used by children from Multicultural backgrounds; the second was researching the incidence and use of Aboriginal English in the classroom. Redfern Primary School was invited to participate as part of the Aboriginal English strand. The following is a reflection on the processes by Carol Reid and Helen Velissaris. There are some findings that may be useful to teachers regardless of the childrens’ backgrounds but we found them especially relevant for the Aboriginal children we teach in an urban school.
Curriculum Development Implications for Aboriginal Children
Authors: Harrison Edward
Published: August 2016

Factors influencing development of curicula for Aboriginal children must not overlook the importance of a strong verbal language component.

It is evident from research projects, and observation that persons of average or above average verbal abilities are found in most Upper Secondary Classes, Colleges and Universities. As a large proportion of graduates have proficient verbal abilities, this must be an area in our schools on which we must place importance. It is also a fact that just about any desirable avenue in life depends on some type of admission or selection procedure; whether it be tests written or telephone applications or interviews. The weighting of most selection criteria tends to give greater weight to verbal abilities than to any other personal individual characteristic.
Aboriginal Studies in the School: A Port Augusta Experience
Authors: Edwards M.
Published: August 2016

Following co-ordinated effort on the part of teachers and Aboriginal school assistants from three Port Augusta schools and an Aboriginal Education and Aboriginal Studies adviser throughout 1980, courses have been developed for an Aboriginal Studies program at Year 8 and 9 levels.

All Year 8 students at Port Augusta High School, Augusta Park High School and Caritas Catholic School currently participate in the one term course. Each of the three secondary schools has committed both teacher time and available facilities to the successful development and implementation of the course. They continue to co-ordinate their activities and resources through the management of an Inter-school Aboriginal Studies Faculty which meets fortnightly.

The initiation of these developments came from the felt need of the schools to cater more for the cultural requirements of the Aboriginal students and to provide all students with an insight into local Aboriginal cultures.

Each of the people involved in developing the course had previously made efforts to incorporate elements of Aboriginal Studies in other subject areas like Social Studies, History, English and Science but felt that the topics were not being developed to their full extent. Also, whether or not Aboriginal Studies topics were taught tended to depend upon the individual interest of the teachers. By developing a course outline that could eventually be taught at each year level and accepted as a part of the curriculum of the course, writers believed that the future of the course could be ensured.
Yirara – A Bi-Cultural College
Authors: Odling-Smee D.H.
Published: August 2016

Yirara College is a secondary boarding school for tribal Aboriginal students from throughout Central Australia. The College is 8 kilometres from Alice Springs but takes students from 40 separate communities, in a radius of about 800 kilometres or more from Alice. This includes the southern two-thirds of the Northern Territory, and some communities in South Australia and Western Australia. The

College is entirely residential, and caters for male and female students. The curriculum, which follows Northern Territory Department guidelines, is aimed at adjusting students to reach Year 10 (the N.T. Junior School Certificate), and thereafter have the opportunity to enter various further education courses and colleges. Emphasis is also given to social education in its broadest sense, and vocational education. After leaving Yirara, the majority of students return to their own communities to fill positions of skill, where and when available.

“They can’t be educated”, say the critics. “Send them south to boarding school, beyond the influences of tribalism”, say the unsympathetic. “Why try to school the young while the unschooled elders negate their new-found skills?” say the liberals. “Education is disruptive and diminishes tribal authority”, say the ignorant.
Teaching Purposeful Reading to Aboriginal Children
Authors: Christie M.
Published: August 2016

In many aspects of formal education we expect Aboriginal children to think, learn and behave as white children. This is an unreasonable expectation because Aboriginal children in their home lives are seldom equipped with those skills which are necessary at school. Worse, teachers often don’t understand what skills are required in school learning because they are so fundamental to the task, and because white children display these skills so easily.

This paper looks at the reading process from this point of view and identifies areas where Aboriginal children need to be taught specific skills before they can read with purpose. Suggestions as to how to teach these skills are included.

The major aim of this paper is to look at ways in which teachers of Aboriginal children can improve reading ability. I believe that our teaching methods could be improved by concentrating on what I see as being the crucial difference between Aboriginal and White Australian (yolngu and balanda) children in the formal school setting. That is, that yolngu children do not expect to and do not participate in the school program in an active purposeful self-conscious way, but rather participate passively in the school learning process in the same way as they participate passively in their day-to-day home life. What I intend to do is talk first of all about this particular idea and then later about things that I hope or believe teachers can do about it.
Language Instruction in Torres Strait Islander Schools: Some Preliminary Considerations for School-based Curriculum Development
Authors: Orr G.M.
Published: August 2016

The purpose of this paper is to help the practitioner in multilingual environments by making him or her aware of the need to establish a sound operational base from which to work before agonizing over the practicalities of the implementation stage. In essence, the paper seeks to show teachers that much of what is successful today in terms of school-based curriculum development is, in fact, grounded in theory: theory that is readily understood and useful to educators working in a variety of contexts.

Today, in the Torres Strait, the schooling process appears to be widening the educational gap between white Queenslanders and their Islander counterparts„* Teachers as curriculum developers, along with parliamentary heads and state education department dignitaries, must realize that problems of this kind can be grappled with initially only from within the geographical context. In other words, the problems of the oppressed must be solved by the oppressed who, first of all, need to understand their position and then transform it. But if problem transformation is going to take place from the inside, as has been suggested already, then it must include an examination of the role of the school for, according to Raskin.
Distance or Difference in Aboriginal Education
Authors: Graham B.
Published: August 2016

The majority of the 27,000 Aborigines in the Northern Territory live in remote communities and on cattle stations, or are grouped around some of the smaller rural towns that are scattered through the 1,347,500 square kilometres of the Northern Territory. These extremely isolated communities may vary in size from, say, one hundred to over one thousand people. There is vast climatic and geographical variation, too, between the tropical communities around the beaches that fringe the Arafura sea, and those in the desert where the harsher climate and terrain have an appeal of their own to those who live there.

To educate 7,000 Aboriginal children, the Northern Territory endeavours to maintain 43 schools in Aboriginal communities, plus another 27 which are located on pastoral properties. Apart from two residential colleges located at Alice Springs and Darwin, which cater for secondary-age Aboriginal students, all Aboriginal schools could be regarded as remote, isolated by geographical distance from the larger centres. These 70 schools present complex logistical problems to those who supply and maintain buildings, equipment and staff. However, although formidable, the problems associated with remoteness are insignificant when compared with the social, cultural and linguistic factors that create distance between these traditionally oriented Aboriginal children and our western style of education.
Fluent Reading in Ten Easy Lessons
Authors: Christie M.J.
Published: August 2016

This paper describes a teaching technique well suited to encouraging older children with poor reading ability to attack reading with interest and purpose. The strength of this method lies in the fact that it is based upon sound theory and can be implemented without too much trouble. Children enjoy it, and reading can come alive to a child for the first time in his school career.
The Burn-out Complacency Syndrome
Authors: Gates K.L.
Published: August 2016

The following article has been based on personal experiences and dealings with over 40 teachers and three different principals during the period 1976–1981, while at the Mornington Island State School. It is also based on discussions with teachers from other communities, advisory teachers, principals and inspectors during this period.

The article intends to look at the meaning of burn-out oomplaoenoy and how this syndrome so easily affects teachers and other workers, especially in remote Aboriginal communities. Although the article strongly supports all the recent innovations and planning in the area of curriculum development, conferences, and support systems in Aboriginal Education, still, that most fundamental criterion is missing – selection of teachers to work in these isolated areas with these innovated programs.

More importantly, the article also hopes to show what happens to the majority of teachers in these particular areas and how the burn-out oomplaoenoy syndrome operates. Perhaps the reader may then realise why such schools have enormous staff turn overs. Perhaps, also, education authorities should view these proven burn-out teachers in Aboriginal Education with greater understanding, support and value.

It remains my strong belief that each and every one of us is capable of working in •burn-out’. It is, however, much easier to adopt ‘complacency’. ‘Burn-out’ is that period of time during which one strives to work at maximum level and efficiency. Set-backs and failures are brushed aside and the person keeps attacking, keeps forcing himself to reach goals pre-set by himself or by others. By forcing ‘burn-out’, working to the limit, however, one can soon become burnt-out. Burnt-out is a dangerous time for the individual. Either he recognises the situation and opts for complacency, or he ‘cracks’ and is in that situation of being of no use to anyone, or he leaves the situation.
An Educational Pathway Between Two Cultures: Equal Opportunities for Aboriginal Children
Authors: Moeckel Margot J.
Published: August 2016

The Aboriginal learning system is not a functional learning system for everything that needs to be learned in school. Whether a formal or informal style fits the task best is dependent on the nature of what has to be learned, more than on the student’s cultural affiliations. Today Aboriginal children not only need to acquire age-old knowledge in traditional ways but they have to acquire new knowledge...and they need to develop new ways of learning.
Educational Alternatives for Rural Alaska
Authors: Bernhardt R.
Published: August 2016

In the recent years, major economic developments have occurred in rural Alaska that have permanently changed the social, political and institutional landscape. The 150 Eskimo, Indian and Aleut communities have borne the brunt of these changes. Few have had available to them the indigenous human resources, the technical skills and educational preparation necessary to assume full control over these forces. In 1980 the University of Alaska, Fairbanks, in cooperation with several native organisations, successfully approached the Bernard van Leer Foundation with a proposal to assist Alaska Native communities in developing their own capacity to shape their future. This is the story of how the ‘Van Leer Project’ has attempted to respond to those developments.
Incorporating Traditional Cultural Material into the Curriculum of Aboriginal Community Schools
Authors: Durre A.C.
Published: August 2016

Queensland has isolated Aboriginal communities whose contact with the dominant society is restricted by the tyranny of distance, if nothing else. Several additional communities experience greater contact because of proximity.

In 1972, a majority of these schools were still mission controlled. Transition to State responsibility has occurred at various negotiated rates, but by 1978 all were the responsibility of the Queensland Education Department except for Islander schools in the Torres Straits. These remained the concern of the Department of Aboriginal and Islanders Advancement until 1985.
Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages
Authors: Fesl E.
Published: August 2016

Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia.

•

Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.

•

Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.

•

Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.

•

Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.

•

Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.
Desirable Characteristics of Computer Courseware in Tribal Aboriginal Schools
Authors: Folds R.
Published: August 2016

Just as computer delivered instruction in urban Australian schools remains an unknown quantity, its role in tribal Aboriginal schools and in urban schools which increasingly cater to tribal children is even more unclear. There are some exciting possibilities for Aboriginal education. Computer courseware can provide the highly visual, graphics oriented type of instruction which appeals to Aboriginal children and may tap their learning style. Also, the new technology should be able to overcome limitations of bilingual programs set by the cost of producing language materials for many different language groups. For example, with the Prologic Authoring Language (PAL), it is a simple matter to work through a developed program and change the text from one language to another.
Teaching Strategies for Aboriginal Australians in Traditionally Oriented Communities
Authors: Lister H.
Published: August 2016

As a prospective teacher who had lived in towns where white Australians, essentially teachers, were the minority groups, the reality of a posting to Aurukun was weighing on my mind. I began to wonder what school for Aboriginal Australians was like and what it should be like.
Observations on the Operation of a Unit for Aboriginal Students in Katherine High School
Authors: Wilkinson A.
Published: August 2016

Katherine High School is the only school offering secondary education in the region and thus is catering to the educational demands of a culturally diverse community. In seeking to meet these requirements the school has endorsed the Participation and Equity Program (PEP) of the Federal Department of Education and one highly successful and continuingly popular experimental component of this program has been the TESL (Aboriginal) unit.

This unit represents the attempts of educators and community members to construct an educational environment in which the aspirations of the Aboriginal people can be ameliorated without compromising their Aboriginality.
Learning to Write : A Case Study
Authors: Walton Christine
Published: August 2016

In this article we will consider one Aboriginal child’s literacy learning in her first year of formal schooling. The data were collected in 1985. Sharon was then a student in an Aboriginal Transition class in an urban school in the Northern Territory. The children in Sharon’s class consisted of Kriol, Warlpiri and Aboriginal English speakers. The program they were placed in was an English-only one. This report considers one case study and discusses Sharon’s learning in the classroom context (for a full report see Walton, 1986).
Conflicting Views on Land Rights : Towards an Understanding of the Issues
Authors: Snow Dianne , Arenovic Robert
Published: August 2016

With the Bicentennial on our doorstep, it is crucial that teachers possess some understanding of the issue of land rights and the debate which will undoubtedly occur throughout 1988. Such debate may at best become an issue raised in classroom discussion or at worst jeopardise Aboriginal-white relations in their own schools. This paper seeks to highlight some of the critical points necessary for an understanding of the basic issues involved in land rights in the specific context of Aboriginal-white relations.
Learning Preferences of Some Aboriginal and Torres Strait Islander Students in the Veterinary Program
Authors: Barnes A.L.
Published: August 2016

In 1989, a Professional Education Program for Aboriginal
and Torres Strait Islander people (PEPA) was established at
Murdoch University in Western Australia, to encourage the
participation, retention and success of Indigenous
Australians in studying for and qualifying as
Veterinarians.
Ways of Learning: Indigenous Approaches to Knowledge: Valid Methodologies in Education
Authors: Semchison Michael Red Shirt
Published: August 2016

A friend, whom I had not seen for some time, recently
asked me what I had been doing overthe last several months.
I replied, ‘I have just spent the past year in the most
incredible headspace.’ This elicited an excited curiosity
from my friend to hear more and I began to explain. At
fifty-six years of age I had made the decision to return to
academic life as a student and pursue a degree in
Australian Indigenous Studies. This had been suggested and
encouraged by my Aboriginal sister, Jackie Huggins, and so,
with herguidance I applied and was accepted to attend the
University of Queensland within the Aboriginal and Torres
Strait Islander Studies (ATSIS) Unit of the Arts Faculty.
It was a major step for me, for although I had been
presenting lectures and workshops on aspects of traditional
and contemporary Native American culture in the educational
and public arenas for a decade, I had not been on the
student side of the lectern for 40 years. In the first few
weeks of semester one the impact of my decision was almost
overwhelming. I had completed secondary school in Canada,
being the first person in my family to achieve that and now
here I was going to university, another first in my
family.
Benefits of Community Involvement at the School Level
Authors: Dwyer Stuart
Published: August 2016

I would like to begin by providing a context that can be
used to place my discussion about experiences at a remote
school in the Northern Territory (NT) into perspective.
In the NT 53% of schools are located in remote areas and
these cater for up to 23% of NT students (Combe, 2000). The
NT has the highest proportion of Indigenous students
enrolled in schools with 35.2% of the overall student
population identifying as Indigenous Australian (Collins,
1999). The next closest state is Western Australia with an
Indigenous student enrollment average of 5.1 %, this is
compared with a national average of 3.2%.
Towards a Composite Educational Research Methodology: Balancing the Authority Equation in Aboriginal Education
Authors: Smith R.G.
Published: August 2016

In northern Australia Aboriginal ‘settlements’ or communities are, in the main, the product of a variety of west-centric priorities, the needs, for example of missionaries to keep prospective converts conveniently at hand to maintain the pressure of the Christian conversion process or for government agencies to distribute welfare from single accessible locations. The establishment of fixed communities usually brought considerable advantage and power to those mainstream organisations which established them. However, along with some obvious physical benefits for the local people, such as improved access to some of the accruals of west-centric technology and welfare, came a variety of hazards and obstacles to the maintenance of a lifestyle with which local people felt secure and confident.
The Road Forward? Alternative Assessment for Aboriginal and Torres Strait Islander Students at the Tertiary Level
Authors: Christensen Peter , Lilley Ian
Published: August 2016

This report looked at the important, but contentious issue of alternative assessment for Aboriginal and Torres Strait Islander people studying at the tertiary level. Presented below, its findings give expression to the views of 47 respondents, chosen from Indigenous communities, Commonwealth and State Government departments, the tertiary education sector and business.
Report on the Torres Strait Creole Project, Thursday Island State High School
Authors: Shnukal Anna
Published: August 2016

Abstract
This is a slightly abbreviated version of part of a
report commissioned at the end of 1995 by the Queensland
Department of Education, Peninsula Region, and carried out
with the help of teachers at Thursday Island State High
School. It analyses some formal language differences
between written Standard Australian English and spoken
Torres Strait Creole (the language of most of the students)
as a basis for workshop writers to develop material in a
form suitable for teachers. Looked at objectively, most of
the students’ errors in written English occur as a result
of transference from their first language, or in areas of
grammatical complexity which pose problems for all English
as a Second Language learners. Certain common spelling
errors seem also to be a result of transference from the
Creole.
The report has been fairly widely circulated and is
sometimes quoted inaccurately; hence the decision to
publish the formal linguistic section here. Some of the
material in the report - on the languages of the region,
students’ language backgrounds and cultural factors
influencing language choice and language mixing and issues
of classroom management - has been omitted (see Shnukal,
1996; see also Morrison David, 2003). The report fulfilled
its main aim of raising awareness of language issues and
providing information and rationale for various language
and literacy programs now operating in the region (Shopen
& Hickey, 2003).
Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System
Authors: Mackinlay Elizabeth , Dunbar-Hall Peter
Published: August 2016

Abstract
Indigenous studies (also referred to as Aboriginal and
Torres Strait Islander studies) has a double identity in
the Australian education system, consisting of the
education of Indigenous students and education of all
students about Aboriginal and Torres Strait Islander
cultures and histories. Through explanations of the history
of the inclusion of Aboriginal and Torres Strait Islander
musics in Australian music education, this article
critiques ways in which these musics have been positioned
in relation to a number of agendas. These include
definitions of Aboriginal and Torres Strait Islander musics
as types of Australian music, as ethnomusicological
objects, as examples of postcolonial discourse, and as
empowerment for Indigenous students. The site of discussion
is the work of the Australian Society for Music Education,
as representative of trends in Australian school-based
music education, and the Centre for Aboriginal Studies in
Music at the University of Adelaide, as an example of a
tertiary music program for Indigenous students.
Scaffolding Academic Reading and Writing at the Koori Centre
Authors: Rose David , Chivizhe Leah Lui , Mcknight Anthony , Smith Arthur
Published: August 2016

Abstract
This paper describes a “scaffolding” methodology for
teaching academic literacy that has achieved outstanding
success with Indigenous adults returning to formal study at
the Koori Centre, University of Sydney. The paper begins by
outlining the background to the Koori Centre program and
the literacy needs of Indigenous students. We then describe
the methodology, including the approach to teaching
academic reading, making notes from reading, and writing
new texts using these notes. These are key skills required
for academic study, which Koori Centre students need to
learn. The paper concludes by describing some of the
results for students’ literacy development and changing
approaches to teaching in the Koori Centre.
Education, Indigenous Survival and Well-Being: Emerging Ideas and Programs
Authors: Malin Merridy , Maidment Debra
Published: August 2016

Abstract
This paper presents a snapshot of concerns in the field
of Indigenous education in the late 1960s as compared with
those of today, highlighting areas of improvement.
Indigenous people's aspirations are not being met and the
gaps between the Indigenous and non-Indigenous populations
on all major educational indicators are unacceptably large.
These gaps are mirrored in other areas of social and
physical well-being, including life expectancy and
employment. Research demonstrates the interrelationships
between education, health, unemployment, poverty, and
general social disadvantage, exposing social barriers to
learning. We describe two small-scale educational programs,
which are tailored to the needs of the Aboriginal
participants and which aim to assist families through
education, mentoring and community development processes to
work towards practical ways for meeting their long-term
aspirations. The holistic nature of the programs helps
people to overcome the social barriers, which have impeded
their learning in the past. Synchronised inter-agency,
inter-departmental collaboration is required by such
programs, which are intensive and expensive to run. But USA
Project Head Start, which is similarly intensive and
expensive, has demonstrated longterm benefits to society
and the participants, which far outweigh the original costs
in terms of savings in the areas of criminal justice,
welfare, and health.
Aboriginal University Student Success in British Columbia, Canada: Time for Action
Authors: Oloo James Alan
Published: August 2016

Abstract Educational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.