bluuebunny/crossref_metadata_2025 huggingface dataset:
Considering The Work of Martin Nakata's “Cultural Interface”: a Reflection on Theory and Practice by a Non-Indigenous Academic
Authors: McGloin Colleen
Published: February 2017

Abstract
This is a reflective paper that explores Martin Nakata's
work as a basis for understanding the possibilities and
restrictions of non-Indigenous academics working in
Indigenous studies. The paper engages with Nakata's work at
the level of praxis. It contends that Nakata's work
provides non-Indigenous teachers of Indigenous studies a
framework for understanding their role, their potential,
and limitations within the power relations that comprise
the “cultural interface”. The paper also engages with
Nakata's approach to Indigenous research through his
“Indigenous standpoint theory”. This work emerges from the
experiential and conceptual, and from a commitment to
teaching and learning in Indigenous studies. It is a
reflection of how non-Indigenous academics working in
Indigenous studies can contribute to the development and
application of the discipline.
Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People
Authors: Reid Jo-Anne , Santoro Ninetta , Crawford Laurie , Simpson Lee
Published: February 2017

Abstract In this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.
Indigenous Mothers' Aspirations for Their Children in Perth, Western Australia: The Value of Education and Schooling
Authors: Lette Helen , Tursan d'Espaignet Edouard , Slack-Smith Linda , Hunt Kerry , Nannup Janine
Published: February 2017

Abstract
This project involved the collection of stories about
the aspirations, goals and strategies from a sample of
mothers of Indigenous children living in Perth, Western
Australia. Analysis of the semi-structured interviews
indicated that the education of their children was
important for many of the mothers. Whilst some of the
mothers preferred their children to learn about their
Indigenous history, culture and identity, others valued the
type of education that emanates from a mainstream-style
school system. A major theme was a need for schools to
partner with Indigenous parents in the decision-making
process to engage the families in a positive education
experience.
Doing Participatory Evaluation: from “Jagged World Views” to Indigenous Methodology
Authors: Jordan Steven , Stocek Christine , Mark Rodney , Matches Stacy
Published: February 2017

Abstract
The paper will present findings from a Social Science
and Humanities Research (SSHRC) funded participatory
evaluation conducted over the past four years in the Cree
nation of Wemindji in Quebec, Canada. COOL (Challenging Our
Own Limits) or “Nigawchiisuun” in Cree, was launched in
2003 as part of a broader program of governance initiatives
within Wemindji. As a key component of this new governance
program, COOL was to address the need for after-school care
within the community for parents, as well as to engage with
the recurring problem of low retention rates in school. In
consultation with the Band Council of the Cree Nation of
Wemindji (James Bay), the Deputy Chief at the time (Rodney
Mark) – who was elected Chief in 2006 – established a COOL
committee to oversee the design, organisation,
implementation and running of the program. Unlike the other
eight Cree communities of the James Bay, Wemindji decided
to fund and run its own program based on values, customs,
and traditions that have been established through
consultations with elders, parents, and other interested
groups within the community. This has made COOL a
distinctly homegrown, autonomous, self-determined Cree
program. The paper will not only report on principal themes
and issues connected with the establishment and
administration of COOL, but will also discuss why a
participatory evaluation has been used to assess its
effectiveness as a social/educational program.
Popular Education for Adult Literacy and Health Development in Indigenous Australia
Authors: Boughton Bob
Published: February 2017

Abstract
The focus of this paper is adult literacy, and the
impact this has on Aboriginal and Torres Strait Islander
individual and community health. It directs attention to
those Aboriginal and Torres Strait Islander young people
and adults who have not benefited from the formal school
education system, and who, as a consequence, have very low
levels of basic English language literacy. Analysing data
from a range of sources, I suggest that these people
comprise as much as 35% of the Aboriginal and Torres Strait
Islander adult population nationally, and a much bigger
proportion in some communities and regions. Moreover, they
are key to improving overall health outcomes in the
population as a whole, because they are among the people
most at risk. Drawing on research in countries of the
global South over recent decades, the paper then suggests
that one of the most effective ways to improve health
outcomes and foster health development is through a popular
mass adult literacy campaign. Popular education is not
formal education, of the kind provided by schools, TAFEs
and universities. It is “non-formal” education, provided on
a mass scale, to people in marginalised and disadvantaged
communities, as part of wider social and political
movements for equality. The paper concludes that this is
the most appropriate form of education to deal with the
massive social and economic inequality at the heart of the
social determinants of Indigenous health.
Carne Neemerranner — Telling Places and History on the Ground
Authors: Cameron Patsy , Miller Linn
Published: February 2017

Abstract
In the language of the Tebrikunna (Cape Portland) clan,
Carne Neemerranneris “telling ground”. It
is also what we call the research methodology designed for
Meeting at Bark Hut, a recent
community-engaged Aboriginal history project conducted in
northeast Tasmania. The project examined, retraced and
explored one brief, but poignant, episode in Tasmania's
colonial contact history – a meeting between the parties of
George Augustus Robinson, colonial agent charged with the
“conciliation” and removal of Trouwunnan (Tasmanian)
clanspeople from the Tasmanian mainland, and that most
likely included Mannalargenna, one of the last Trouwunnan
leaders still living in his own clancountry at the time
(1830). While this episode and encounter has profound
connotations for presentday Tasmanian Aborigines, its
significance has largely been overlooked by academic
historians.
Meeting at Bark Hutwas conceived as an
opportunity to redress this deficit, to allow the story of
this event to be told and to come alive in a dynamic and
culturally relevant way. This article offers some insight
into the meaning and method of the project from both
theoretical and practical perspectives.
Look Before You Leap: The Epistemic Violence that Sometimes Hides Behind the Word “Inclusion”
Authors: Fredericks Bronwyn
Published: February 2017

Abstract
This paper demonstrates how Indigenous studies is
controlled in some Australian universities in ways that
continue the marginalisation, denigration and exploitation
of Indigenous peoples. Moreover, it shows how the
engagement of white notions of “inclusion” can result in
the maintenance of racism, systemic marginalisation, white
race privilege and radicalised subjectivity. A case study
will be utilised which draws from the experience of two
Indigenous scholars who were invited to be part of a panel
to review one Australian university's plan and courses in
Indigenous studies. The case study offers the opportunity
to destabilise the relationships between oppression and
privilege and the epistemology that maintains them. The
paper argues for the need to examine exactly what is being
offered when universities provide opportunities for
“inclusion”.
Seeds of Myth: Exotic Disease Theory and Deconstructing the Australian Narrative of Indigenous Depopulation
Authors: Blyton Greg
Published: February 2017

Abstract
The theory that the rapid depopulation of Indigenous
people post-colonisation was largely caused by European
introduced or exotic disease to which Indigenous people had
no immunity resonates through most narratives of the early
years of colonisation. The question of whether this
narrative is based on sound medical evidence or is better
placed in the realm of myth is the subject of this paper.
Here I contend, that introduced disease is little more than
a convenient explanation of the rapid depopulation of
Indigenous people in south eastern New South Wales during
the nineteenth century, and one that allows the illusion of
colonial ethnography to perpetuate a widespread belief that
introduced diseases and immunity were the unfortunate, but
unavoidable cause of most Indigenous population decline.
But what is the evidence that these disease theories found
in Australian history are anything more than Eurocentric
constructions? An Indigenous approach to the topic, as
undertaken in this paper, raises questions that are as yet
without answers and which challenge conventional
theoretical explanations.
Contingent, Contested and Changing: De-Constructing Indigenous Knowledge in a Science Curriculum Resource from the South Coast of New South Wales
Authors: Nash Daphne
Published: February 2017

Abstract
The nature and status of Indigenous knowledge is often
debated, but the idea that Indigenous people's knowledge is
local knowledge seems widely accepted: knowledge is
place-based and may reference a range of places, from
traditional land to other places known from social and
cultural connections. Through collaboration with Koori
people from the south coast of New South Wales to develop a
web-based science resource, other distinctive
characteristics of their knowledge emerged. This paper
explores some transformations in contemporary Indigenous
knowledge, while acknowledging the history of colonisation
in south eastern Australia. A focus on two examples of
Koori art demonstrates that Indigenous knowledge is
contingent, contested and changing in culturally denned
ways. These aspects are often overlooked in educational
practice that essentialises Indigeneity and Indigenous
people's knowledge.
Both-Ways: Learning from Yesterday, Celebrating Today, Strengthening Tomorrow
Authors: Ober Robyn
Published: February 2017

Abstract
This paper will discuss “both-ways” as the philosophy
which underpins course programs and operations at Batchelor
Institute of Indigenous Tertiary Education, the only
tertiary institution in Australia that caters exclusively
to Indigenous students. This paper draws on recent research
undertaken by the author focusing on the following
questions: What is bothways philosophy? How is it being
implemented as a teaching methodology at an Indigenous
tertiary institution? What innovative practices, processes
and activities can be celebrated as exemplary teaching
practice? The notion of both-ways will be explored to
ascertain how it is being translated into an effective
teaching methodology that incorporates and embraces
Indigenous knowledge into course curriculum, planning,
delivery and evaluation.
Indigenous Footprints on Health Curriculum
Authors: Andersen Clair
Published: February 2017

Abstract
There are numerous aspects to becoming an effective,
culturally competent health practitioner, among these is
the need to “become knowledgeable about the historical and
sociopolitical backgrounds of clients” (Bemak et al., 2003,
p. 26). It has been established that culturally sensitive
empathy has the potential to contribute greatly to the
healing process when working across cultures. It is
therefore essential for an effective and productive
client-healer relationship. Indeed it is said that “empathy
bridges the gap” between practitioner and client (David
& Erickson, 1990). This paper explores a model to
develop cultural competence within health related
courses.
The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
Authors: Hauser Vivian , Howlett Catherine , Matthews Chris
Published: February 2017

Abstract In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton University's Integrative Science program.
Contextualising the Teaching and Learning of Measurement within Torres Strait Islander Schools
Authors: Ewing Bronwyn , Cooper Thomas J. , Baturo Annette R. , Matthews Chris , Sun Huayu
Published: February 2017

Abstract A one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six teachers and two teacher aides participated in the project. This paper reports on the findings from the teachers' and teacher aides' survey questionnaire used in the first Professional Development session to identify: a) teachers' experience of teaching in the Torres Strait Islands, b) teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
Bangawarra'gumada — Strengthening the Spirit: Causal Modelling of Academic Self-Concept and Patterns of Disengagement for Indigenous and Non-Indigenous Australian Students
Authors: Bodkin-Andrews Gawaian H. , Dillon Anthony , Craven Rhonda G.
Published: February 2017

Abstract
The notion of academic disengagement, regardless of its
specific conceptualisation (e.g., cognitive, affective, or
behavioural) is one that has received considerable
attention within the educational and social psychological
literature, especially with regard to disadvantaged
minority groups. Akhough such research has done much to
identify the complexity of factors as to why some minority
groups may disengage from the schooling system (extending
well beyond rightfully maligned deficit models), there is a
still a need to empirically identify factors that may
lesson the risk of disengagement. This investigation tested
the causal impact of secondary students' academic
self-concept on patterns of school disengagement (once
prior measures of disengagement had been accounted for) for
both Indigenous and non-Indigenous Australian secondary
students across two time waves of data. The results suggest
that a heightened sense of academic self-concept is
causally, yet differentially, related to varying patterns
of disengagement for both Indigenous and non-Indigenous
students. The implications of this research suggest that
academic self-concept may be a key variable to unlocking
trends of school disengagement that have been noted for
Indigenous Australian students, although more effort should
be made to increase the strength and importance of academic
self-concepts for Indigenous students.
“We're the Mob You Should be Listening to”: Aboriginal Elders at Mornington Island Speak Up about Productive Relationships with Visiting Teachers
Authors: Bond Hilary
Published: February 2017

Abstract
This paper explores, with a qualitative framework,
critical social theory and thematic analysis, the
narratives of many Aboriginal elders of Mornington Island
(Kunhanhaa) about their history and their potential to form
productive kin-based relationships with visiting teachers
in order to influence the curriculum and pedagogy delivered
at the local school. One exemplary teacher's journey
provides educational insights that teachers need to be
culturally responsive, friendly and compassionate and
should heed the advice of senior Indigenous members of a
community to be successful teachers. No other teachers are
interviewed, nor are the opinions of the Queensland
Department of Education sought. I spent from 1998 to mid
2003 researching this topic for my PhD after many of the
elders asked for my help to improve the educational
outcomes of the local school and die lives of the children
in the community. Thirty of the male elders and 12 female
elders asked me to help them regain their former positions
as teachers at the local school, as they had severe
misgivings about prevailing relationship with the teachers
and the contribution of the school to their community. This
participatory action-research paper positions the elders as
active agents, insistent that teachers act as edu-carers to
ensure the community's young people's survival in the face
of worsening anomie.
“I Don't Want to Grow Up and Not be Smart”: Urban Indigenous Young People's Perceptions of School
Authors: Nelson Alison , Hay Peter J.
Published: February 2017

Abstract
In light of the policy and research interests in
optimising the educational experiences and outcomes of
Indigenous young people, this paper aims to give voice to
young Indigenous students' experiences of school and to
convey a sense of the varied and complex nature of their
educational and life pathways. Using a qualitative, life
history research approach, 14 young people were interviewed
seven times over two and a half years as they transitioned
from primary school to secondary school in order to explore
their perceptions of health, schooling and plans for the
future. The findings demonstrate the complex and
multifarious lived experiences of these young people and
the incongruence with apparent assumptions underpinning
education policies focused on improving and measuring
educational outcomes. We argue that in order to avoid
isolating, threatening or marginalising Indigenous (or any
other) students within education systems, traditional
educational pathways and trajectories need to be challenged
so as to celebrate the cultural wealth of young people;
recognise, value and build on their previous educational
experiences; and support the transition across different
learning and vocational avenues.
Addressing the Foundations for Improved Indigenous Secondary Student Outcomes: A South Australian Qualitative Study
Authors: Rahman Kiara
Published: February 2017

Abstract
It is well documented, that Indigenous students,
compared with their non-Indigenous counterparts, attend
school less frequently, and are more likely to develop
anti-schooling attitudes leading to their early exit from
school (Hayes et al., 2009; Gray & Partington, 2003;
Hunter & Schwad, 2003). Although research does suggest
that there has been some gradual improvements in some areas
of education over the years, serious gaps still remain
between Indigenous and non-Indigenous student learning
outcomes. There is a great need, to build on the more
significant research on Indigenous education that is
focused on exploring the achievement potentials of
Indigenous students to address the foundations for improved
Indigenous student outcomes. This paper reports on a South
Australian qualitative study based on interviews with 36
Indigenous senior secondary students, on factors which
facilitate improved learning and achievement, leading to
higher levels of secondary school completion among
Indigenous youth.
Conceptualising and Measuring the Mobility of Indigenous Students in the Northern Territory
Authors: Taylor Andrew , Dunn Bruce
Published: February 2017

Abstract
The vexed and ongoing issue of poor educational outcomes
for Indigenous students in the Northern Territory continues
despite years of successive programs and policies. Much of
the debate has been on funding and pedagogy, in particular
the merits or otherwise of bi-lingual teaching. Largely
omitted from discussions, although well known by teachers
and schools in remote areas to be an issue, are high rates
of in-term student mobility. Such “unexpected” moves are
thought to affect the capacity for students to achieve
benchmark outcomes, for teachers to deliver these and for
schools to administer their students within the allocated
systems and budgets. Up to now teachers and schools have
relied on anecdotes to engage in dialogue around the
impacts of mobility. This is because adequate
conceptualisations for aggregating, depicting and reporting
on the size and nature of in-term mobility were not
available. This paper documents several years of work into
producing these outcomes. Three measures are conceptualised
and outlined in this paper which will be of interest to
teachers, schools and educational administrators in all
jurisdictions where services are delivered in a remote
setting. The results clearly demonstrate the high churn of
Indigenous students within terms, especially in remote
areas of the Northern Territory. The findings from this
study can be applied to inform funding and policy making
and as a basis for further research to document the impacts
for teachers and schools.
Holyoake's Drumbeat Program: Music as a Tool for Social Learning and Improved Educational Outcomes
Authors: Faulkner Simon , Ivery Penny , Wood Lisa , Donovan Robert
Published: February 2017

Abstract This article discusses the development, implementation and impact of a social development program developed by the Holyoake Institute in Western Australia for use in schools. The program DRUMBEAT uses hand drumming to engage young people in social learning that assists them in integrating more fully into mainstream school and community life. DRUMBEAT was developed in response to a range of issues that disadvantaged Indigenous youth experienced within the educational system and acted to reinforce entrenched social exclusion. Operational for five years, DRUMBEAT is currently being delivered in over 350 schools across Australia. Since its inception the program has undergone several evaluations. The most recent of these, and the subject of this report, was conducted by researchers at The University of Western Australia and relates to participants in the program during the 2008 school year. This study demonstrated that participants in the program improved their level of self-confidence, reduced their level of behavioural incidents and reduced their level of school absenteeism.
Takina te Kawa: Laying theFoundation, a Research Engagement Methodology in Aotearoa (New Zealand)
Authors: Taiwhati Marama , Toia Rawiri , Maro Pania Te , McRae Hiria , McKenzie Tabitha
Published: February 2017

Abstract
In the bi-cultural context of Aotearoa (New Zealand),
engagement with stakeholders that is transparent and
culturally responsive is a priority for educational
research. More common research approaches in New Zealand
have followed a Western euro-centric model of engagement
with research participants resulting in interventions and
initiatives that have not necessarily served the needs of
the education sector. The authors critically analyse the
researcher relationship with research participants to
provide a Māori perspective to guide the engagement process
as researchers enter educational communities to conduct
research. Embedded with Māori ideology and knowledge, the
Hei Korowaiethical research framework is a
platform for insider positionality that acknowledges
partnership between the researcher and the researched for
the benefit of knowledge development and the educational
sector.
Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with their Māori Students
Authors: Glynn Ted , Cowie Bronwen , Otrel-Cass Kathrin , Macfarlane Angus
Published: February 2017

Abstract
This paper illustrates how important changes can occur
in science learning and teaching if teachers take the
trouble to understand and respect the cultural worlds of
Indigenous students, and incorporate something of this
understanding within their teaching practice. Ten teachers
participated in a specially-designed one-year university
postgraduate course, which encouraged them to incorporate
into their classroom learning two Māori pedagogical
principles,
akoand
whakawhanaungatanga. Akois a responsive
and reciprocal process, through which both teaching and
learning roles are shared.
Whakawhanaungatangais the process of
constructing relationships in the classroom between people,
between students' cultural knowledge and domain knowledge.
This paper draws on co-constructed narratives from four of
the teachers, two Māori and two Pākehā (New Zealanders of
European descent). The teachers built trusting and
respectful relationships with their Māori students by
facilitating connections between Western and Māori
worldviews of science. They shared their teaching role with
Māori elders (
kaumātua) and members of the extended
family of their students (
whānau). The teachers learned a great deal
from their Māori students who became highly engaged and
agentic in their science learning. Students took
collaborative responsibility for asking learning questions,
and sought information on science topics from both Western
and Māori worldviews.
Border Crossing Knowledge Systems: A PNG Teacher's Autoethnography
Authors: Reta Medi
Published: February 2017

Abstract
Narratives have always been integral to Indigenous
knowledge transfer. In this autoethnography the author
shares her border crossings between her Indigenous
knowledge systems and the often dominant Western knowledge
system. Pertinent to these experiences are the stark
contrasts that exist between the two knowledge systems and
their educational goals. This paper opens up space for
conversation amongst those educators who are keen to learn
and enhance their teaching and learning experiences in
schools, particularly of those students whose cultural
background differs from their own.
Can We Educate and Train Aboriginal Leaders with our Tertiary Education
Systems?
Authors: Foley Dennis
Published: February 2017

Abstract
The concept of Aboriginal leadership often results in
debate. The fundamental question raised is if Australian
Aboriginal people are equal members of a pluralistic
society that is based on co-operation and consensuses then
how can you have a leader? Consequently who determines
leadership or is a leader someone that in effect is more
equal than others? Is leadership an attribute gained from
within Aboriginal society or is leadership as we currently
define it taught within the education structures of settler
society? This paper briefly examines leadership from a
postcolonial contemporary Aboriginal position, reviewing
existing leadership education programs.
Applying Indigenist Research Methodologies in Health Research: Experiences in the Borderlands
Authors: Saunders Vicki , West Roianne , Usher Kim
Published: February 2017

Abstract
For Indigenous scholars in health sciences, finding
“ways of doing” research that value Indigenist knowledge is
an important consideration. Indigenist research methodology
offers a useful alternative to mainstream research
approaches that draw upon orthodox Western knowledge
systems. However, as Indigenous research approaches have
only recently entered the academic discourses of health
science, few courses currently exist to support Indigenous
students and their supervisors who work in this area. While
negotiating Indigenist methodologies is challenging, more
Indigenous scholars are recognising the importance of doing
so. This paper will outline some of the issues experienced
by two Indigenist research students coming to terms with
the relevance of an Indigenist research approach to their
study, as well of those of their supervisor, the third
author of the paper.
Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context
Authors: Morgan Shirley , Golding Barry
Published: February 2017

Abstract
This paper explores the dynamics and outcomes from a
collaborative, cross-cultural approach to teaching an
Indigenous education elective unit in a Bachelor of
Education (Primary) undergraduate degree at University of
Ballarat in 2009. The three facilitators, one
non-Aboriginal and two Aboriginal were a lecturer, an
Aboriginal Centre Manager and Local Aboriginal Education
Consultative Group member from the Ballarat and District
Aboriginal Cooperative respectively. The paper explores the
open-ended and collaborative approach used to facilitate
the learning, including pedagogies, activities and
assessment. The paper, and the collaborative cross-cultural
teaching approach it arguably embodies, is presented as a
model of desirable practice with undergraduate education
students, in particular for pre-service teachers
undertaking a P-10 Bachelor of Education degree. As we
describe later in the paper, these pre-service teachers,
with some exceptions, in general had very limited and often
stereotyped knowledge and experience of Aboriginal
education, Aboriginal students or Aboriginal perspectives
in other areas of the school curriculum. The teaching
process we adopted and that we articulate in this paper
attempted to address this previous lack of engagement with
the subject matter of Indigenous education by actively
modelling the processes of local Aboriginal consultation
and collaboration that we were trying to teach.
Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study
Authors: Brown Lilly
Published: February 2017

Abstract
A strong educator-learner relationship is continually
identified as the most significant form of involvement
affecting the student experience. Yet, within the current
dominant higher-educational context, student-faculty
interactions are also identified as an area in need of
improvement. This paper explores the educator-learner
relationship within a space created by “Indigenous
pedagogy” and epistemology through a case study conducted
with undergraduate students at The University of Western
Australia. Within this context distinctions such as
“inside” and “outside” the classroom are seen to inhibit
interconnectedness within a holistic system of knowing.
Extensive qualitative enquiry in the form of observations,
non-Indigenous and Indigenous student focus groups and
faculty interviews, informed a descriptive case study of
the unit offered through the University of Western
Australia titled “Aboriginal Ways of Knowing”. It was found
that this space, as Indigenised, offered students the
opportunity to connect spiritually and personally with
themselves, one another and their educators. Furthermore,
in reading this space as an “interface” between Western and
Indigenous systems of knowing, a productive tension emerged
in emulation of what Indigenous people experience
throughout their daily lives. This research contributes to
a growing body of literature indicating the potential of
Indigenous pedagogy and epistemologies within the tertiary
context.
Indigenous Studies: Tool of Empowerment Within the Academe
Authors: Herbert Jeannie
Published: February 2017

Abstract
In this paper, I consider the importance of Indigenous
studies programs, at both undergraduate and postgraduate
levels, as critical elements in enabling Indigenous
Australian students to engage in the academe in ways that
not only allow them to empower themselves, but, ultimately,
to become effective change agents within both their own and
the wider Australian community. While this paper will
highlight the challenges that Indigenous Australians face
in their engagement within the university learning
environment, it will also reveal the increasingly
successful outcomes that are being achieved. A particular
focus of the paper will be to acknowledge higher education
as a tool of empowerment – a process that enables people to
identify and address their own issues, and to use such
knowledge and understanding as the platform for personal,
positive growth. Finally this paper will contextualise
higher education from within an Indigenous perspective to
demonstrate how Indigenous studies not only contributes to
the empowerment of the individual but also has a critical
role in ultimately re-positioning Indigenous Australians in
the wider Australian society.
Aboriginal Representation: Conflict or Dialogue in the Academy
Authors: Leane Jeanine
Published: February 2017

Abstract
This research begins with the premise that
non-Aboriginal students are challenged by much Aboriginal
writing and also challenge its representations as they
struggle to re-position themselves in relation to possible
meanings within Aboriginal writing. Many non-Aboriginal
students come to read an Aboriginal narrative against their
understanding of what it means to be an Aboriginal
Australian, accumulated via their prior reading of
Australian history, literature and more contemporary social
analysis and popular commentary. Aboriginal writing is
confronting when it disturbs the more familiar
representations of Aboriginal experience and
characterisation previously encountered. The aim of this
paper is to provide a more informed basis from which to
consider higher education pedagogy for this area of
literary studies. A further aim is to contribute to the
literary studies discourse on Aboriginal representation in
Australian literature.
Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses
Authors: Anning Berice
Published: February 2017

Abstract
The paper reports on embedding an Indigenous graduate
attribute into courses at the University of Western Sydney
(UWS), providing the background to the development and
implementation of a holistic and individual Indigenous
graduate attribute. It details the approach taken by the
Badanami Centre for Indigenous Education in advising the
UWS staff on the process for endorsement of the Indigenous
graduate attribute. The UWS's recognition of its moral
purpose and social responsibility to Indigenous people in
Greater Western Sydney has led to the successful
re-establishment of Indigenous education at UWS. The paper
outlines the unique and innovative approach taken to
implement the Indigenous graduate attribute, including:
consultation across the Schools at UWS; developing and
establishing relationships through the respect of
disciplinary culture and tradition; the UWS-wide reform of
the traditional discipline approach and the first step
towards recognition of the domain of Indigenous knowledge
in teaching and research; establishing a team of Indigenous
academics; developing a learning and teaching framework for
Indigenous knowledge and Indigenous studies; and
integrating Indigenous content into curricula at UWS. The
Department of Education, Employment and Workplace Relations
funded UWS to develop the Indigenous graduate attribute and
implement it by embedding cultural competency and
professional capacity into UWS courses.
The Cultural Interface of Islander and Scientific Knowledge
Authors: Nakata Martin
Published: February 2017

Abstract
The interface between Indigenous knowledge systems and
Western scientific knowledge systems is a contested space
where the difficult dialogue between us and them is often
reduced to a position of taking sides. Storytelling is
however a very familiar tradition in Indigenous families
where we can and do translate expertly difficult concepts
from one generation to the next. This article is based on
my attempt to story our way through the difficult dialogue
and to posit opportunities for more productive engagements
about the place of Indigenous knowledge in our future
deliberations at the Indigenous Studies and Indigenous
Knowledge Conference series.
Developing a Collaborative Approach to Standpoint in Indigenous Australian
Research
Authors: Tur Simone Ulalka , Blanch Faye Rosas , Wilson Christopher
Published: February 2017

Abstract
The notion of Indigenous epistemologies and “ways of
knowing” continues to be undervalued within various
academic disciplines, particularly those who continue to
draw upon “scientific” approaches that colonise Indigenous
peoples today. This paper will examine the politics of
contested knowledge from the perspective of three
Indigenous researchers who work within Yunggorendi First
Nations Centre for Higher Education and Research at
Flinders University in South Australia. In particular, the
authors outline a collective process that has emerged from
conversations regarding their research projects and
responding to what Ladson-Billings and Donnor (2008, p.
371) refer to as the “call”. In developing an Indigenous
standpoint specific to their own disciplines and their
research context, the authors demonstrate how these
collective conversations between each other and their
communities in which they work have informed their research
practices and provided a common framework which underpins
their research methodologies.
Cyber-Indigeneity: Urban Indigenous Identity on Facebook
Authors: Lumby Bronwyn
Published: February 2017

Abstract
This paper addresses understandings and theorising of
identity in cyberspace. In particular, it focuses on the
construction, maintenance and performance of urban
Indigenous identities on the contemporary internet social
space, Facebook.
Conflicting Knowledges: Barriers toLanguage Continuation in theKimberley
Authors: Bedford Patsy Ngalu , Casson Siobhan K.
Published: February 2017

Abstract The Kimberley Language Resource Centre (KLRC) earned its status over three decades as the representative body for Kimberley languages. In 2004, the organisation started to respond to grassroots concerns about the lack of language speakers in the younger generations. Aboriginal people are also connecting loss of languages to loss of bio-cultural knowledge. In 2006, the KLRC began promoting language continuation strategies such as Teaching On Country. The organisation uses a series of diagrams to assist with this work and is developing an Aboriginal oral curriculum. Lack of support from within government and education circles for these strategies led the organisation to reflect on the difference between Aboriginal and Western knowledge systems. This paper questions Western approaches to education and argues that Aboriginal holistic knowledge must be supported within appropriate teaching and learning contexts to ensure the survival of languages and knowledge. It makes a case for evidence based, community engaged research examining language and knowledge continuation. It asks that Western education providers, who segregate language knowledge from experience and from country, examine and revise their practices. In conclusion, it calls for a realistic dialogue with government which honours the intentions of former Prime Minister Rudd's Apology to the Stolen Generations.
Keepers of our Stories
Authors: Stasiuk Glen , Kinnane Steve
Published: February 2017

Abstract
Storytelling is an integral part of life for Indigenous
Australians. Before the arrival of Europeans and continuing
after; gathered around the campfire in the evening stories
were and are still shared; passed from one generation to
the next. In modern times, in addition to a continuing oral
traditions, another method of storytelling has risen from
the ashes of the fire: filmmaking and multi-media
production. In the past stories were verbally passed from
one family member to the next. Sometimes these “yarns” were
presented on a “message stick” and the modern form of the
traditional message stick is the DVD or the internet. This
paper will examine the importance and crucial element of
re-representation of images, archives or productions that
have in the past, and in the majority, portrayed Indigenous
cultures and communities in a derogatory or less than
flattering manner. Further, it will explain the main
factors for appropriate manifestation of Indigenous
perspectives within any film production that is portraying
or capturing Indigenous individuals, narratives and/or
communities. The paper relates the key elements that must
be in place to ensure appropriate and robust Indigenous
agency in any film production. Finally, the paper concludes
with an affirmation of the need to creatively engage in the
third space; between Indigenous values and priorities and
Western formats and narrative structures, to arrive at a
uniquely modern Indigenous telling that is accessible,
firstly to Indigenous Australians, and secondly, to those
with whom we wish to share our stories.
Martu Storytellers: Aboriginal Narratives Within the Academy
Authors: Somerville Craig , Somerville Kirra , Wyld Frances
Published: February 2017

Abstract
The Martu people originate from the Pilbara region in
Western Australia. Despite policies of removal,
incarceration in prison and the need to leave community fo
health services, Martu maintain identity and connection to
country. Their narratives have used to inform a wider
Australian audience about the history and culture of
Aboriginal people. But the stories have also received
criticism and been the subject of a Westernised
anthropological view. With the emergence of storytelling as
method in the academy, a new space is being created for
Aboriginal and non-Aboriginal people to find a more robust
foothold within the Social Sciences to story our world.
This paper is written by three Martu people who position
storytelling as transmission and preservation of cultural
knowledge and to privilege a voice to speak back to Western
academics. Storytelling also brings an opportunity to
engage with an Aboriginal worldview, to use narrative as an
inquiry into ontology and one's connection to people and
place. This brings benefits to all Australians seeking
stories of country, connection and identity.
A Low-Fidelity Game-Based Approach to Teaching Health Assessment: Its not Just a Game!!
Authors: Pottere Danita , Tolson Danita
Published: February 2017

Game-based teaching-learning activities positively impact student learning in academic programs, particularly in nursing education where learning nursing concepts, disease processes, assessment skills and management may be overwhelming in the traditional classroom setting. The purpose of this paper was to describe a teaching—learning approach, and to discuss lessons learned using games to teach basic health assessment in first-level BSN program. The approach and organization constructs were interventional descriptive and non-experimental. In conclusion, lessons learned yield that teaching health assessment content as a game may promote student and faculty involvement, excitement, and motivation. A game checklist was developed to evaluate student perception of game effectiveness. Key words: games, game-based teaching, simulation, health assessment
Notes from the Editors, March 2017
Authors: The Editors -
Published: March 2017

buy this issueU.S. economic, military, and financial dominance have been ebbing for decades, leaving the United States in the position of a wounded mastodon within the world at large, a threat to all around it. Washington has repeatedly tried with very limited success to reverse this slide in its hegemonic role by means of geopolitical expansion, aimed at increasing its "strategic assets" across the globe. The result has been a constantly expanding theatre of global conflict.Click here to purchase a PDF version of this article at the Monthly Review website.
MEIO AMBIENTE ENQUANTO OBJETO DA TUTELA JURISDICIONAL
Authors: Bodnar Zenildo , Staff Márcio Ricardo , Cruz Paulo Márcio
Published: February 2017

O presente artigo pretende colocar em foco, à luz da efetividade, eficácia e coerência, os múltiplos obstáculos que a visão garantística desperta nos mais variados discursos teóricos e nos exercícios práticos acerca da preocupaçãocom instrumentos de proteção e garantia do meio ambiente. Dentro disto far-se--á uma análise sobre a natureza jurídica dos deveres e direitos humanos fundamentais e a titularidade do bem ambiental. Finda-se este com uma observação acerca do tema, buscando entender a noção de que a natureza jurídica do meio ambiente não depende unicamente da Ciência Jurídica.
O BIODIESEL NO CONTEXTO JURÍDICO BRASILEIRO
Authors: Correia Arícia Fernandes , Farias Talden
Published: February 2017

É no contexto da crise ambiental que a busca por energias sustentáveis ganha força. Nesse sentido, o biodiesel desponta como uma alternativa interessante, especialmente para o Brasil, que possui vastas áreas disponíveis à agricultura, mão-de-obra abundante e tecnologia. Este trabalho teve como objetivo fazer uma análise da regulação jurídica dos biocombustíveis no Brasil com ênfaseespecífica no biodiesel. Verificou-se a necessidade de um marco jurídico atualizado, que traga incentivos mais efetivos e que contemple melhor a dimensão ecológica dessa  modalidade de combustível.
DEMOCRACIA, REPRESENTAÇÃO E A PARTICIPAÇÃO SOCIAL NA CONSTRUÇÃO DO SISTEMA NACIONAL DE ATENDIMENTO SOCIOEDUCATIVO – SINASE
Authors: Marques Verônica Teixeira , Oliveira Liziane Paixão Silva , Dos Santos Adriana Caetana
Published: February 2017

O presente artigo discute a importância da representação no cenário da democracia brasileira, refletindo especialmente sobre a participação e a representação da sociedade civil na construção, defesa e promoção dos direitos dos adolescentes envolvidos em atos infracionais. Para isso, foram analisados os dados da Secretaria Nacional de Direitos Humanos referentes ao Conselho Nacional dos Direitos da Criança e do Adolescente, relatório de pesquisa elaborado peloInstituto de Pesquisa Econômica Aplicada (2012) e o Plano Nacional de Atendimento Socioeducativo, além de revisão bibliográfica. O estudo permitiu perceber o relevante papel do Conselho que, através da promoção da participação  social em seus quadros, demonstrou ativa atuação da  sociedade civil no apoio à criação da Lei 12.594/2012 que instituiu o Sistema Nacional de Atendimento Socioeducativo. As análises indicam que a democracia exige cada vez mais a participação social direta na busca da  garantia de direitos.
SUSTENTABILIDADE E MEIO AMBIENTE: REFLEXÕES SOB O OLHAR DA COMPLEXIDADE
Authors: Belchior Germana Parente Neiva , Viana Iasna Chaves
Published: February 2017

O trabalho de pesquisa aborda como a sustentabilidade se relaciona com a natureza em termos sociais, econômicos e geracionais. Primeiramente, será abordado como o método do pensamento complexo pode auxiliar no estudodo Direito Ambiental. Depois, estuda-se como o termo sustentabilidade evoluiu ao longo do tempo e qual seria sua relação com a complexidade. Diante disso, a problemática da pesquisa é investigar como e em que medida o  pensamento complexo contribui para o conteúdo do  princípio da sustentabilidade. Pretende-se com os princípios do pensamento complexo melhor compreender esse conceitoque se mostra em constante metamorfose.