bluuebunny/crossref_metadata_2025 huggingface dataset:
Making it Possible: The Evolution ofRatep — a Community-Based Teacher Education Program for Indigenous Peoples
Authors: York Frank A. , Henderson Lyn
Published: August 2016

Abstract
Since 1990, the School of Education at James Cook
University has produced and delivered a successful
offcampus Bachelor of Education for Aboriginal and Torres
Strait Islander people in their home communities through
the Remote Area Teacher Education Program (RATEP):A
community-based teacher education program for Indigenous
peoples. This paper examines five key areas. One is the
intersystemic management structure that has majority
representation from Indigenous communities and peak
education bodies as well as representation from the other
three stakeholders: Education Queensland, the School of
Education at James Cook University and the Tropical North
Queensland Institute of Technical and Further Education
(TAFE). A second area is RATEP’s innovative use of
information and communication technologies in teaching and
learning. A third theme is its dynamic evolution from (a)
two dedicated RATEP sites in the Torres Strait to 12 sites
throughout Queensland; (b) geographically remote sites to a
combination of remote, rural, and urban sites; (c) a
principle where students gather at a dedicated site with
its own teachercoordinator to clusters where a number of
students are living in different locations and the
coordinator travels between these; (d) movement of sites
from location to location depending on need and demand; and
(e) a fixed program to a highly flexible one that allows
multiple entry and exit points, including honours. A fourth
area is the critical insights generated from research into
the program by Indigenous and non-Indigenous researchers.
The final theme is the retention of graduates from RATEP
within the classroom and their promotion into the
administrative and advisory teaching sectors.
Introduction: Thinking Places: Indigenous Humanities and Education
Authors: Battiste Marie , McConaghy Cathryn
Published: August 2016

Every conception of humanity arises from a specific
place and from the people of that place. How such places
shape and sustain the people of a place is the focus of
education that enables each student to understand
themselves and makes them feel at home in the world. The
notion of Indigenous humanities being developed at the
University of Saskatchewan in Saskatoon represents an
example of such ecological teachings and practices of what
constitutes humanity. Ecology is the animating force that
teaches us how to be human in ways that theological, moral
and political ideologies are unable to. Ecology privileges
no particular people or way of life. It does, however,
promote Indigenous humanity as affirmed in Article 1 of the
1966 UNESCO
Declaration of the Principles of International
Cultural Co-operation: “Each culture has a dignity
and value which must be respected and preserved” (Office of
the High Commissioner for Human Rights, 1966). In the
Eurocentric versions of humanity, this concept is sometimes
referred to as cultural diversity; yet Indigenous peoples
prefer the concept of Indigenous humanities.
Thinking Place: Animating the Indigenous Humanities in Education
Authors: Battiste Marie , Bell Lynne , Findlay Isobel M. , Findlay Len , Henderson James (Sákéj) Youngblood
Published: August 2016

Abstract Illustrating contexts for and voices of the Indigenous humanities, this essay aims to clarify what the Indigenous humanities can mean for reclaiming education as Indigenous knowledges and pedagogies. After interrogating the visual representation of education and place in Saskatoon, Saskatchewan, Canada, the essay turns to media constructions of that same place as an exemplary site for understanding Aboriginal relations to the Canadian justice system, before sharing more general reflections on thinking place. The task of animating education is then resituated in the Indigenous humanities developed at the University of Saskatchewan, Canada, as a set of intercultural and interdisciplinary theoretical and practical interventions designed to counter prevailing notions of colonial place. The essay concludes by placing education as promise and practice within the non-coercive normative orders offered by the United Nations. In multiple framings and locations of the Indigenous humanities, the essay aims to help readers to meet the challenges they themselves face as educators, learners, scholars, activists.
Láhi and Attáldat: The Philosophy of the Gift and Sami Education
Authors: Kuokkanen Rauna
Published: August 2016

Abstract This article explores the Sami philosophy of the gift as a basis for a transformative pedagogical framework. Grounded on the Sami land-based worldview, this philosophy calls for the recognition and reciprocation of gifts, whether gifts of the land, interpersonal gifts or giftedness of an individual. In particular, the article considers two Sami concepts, that of láhi and attáldatand explains how they can serve as a framework for a Sami pedagogy that takes into account the central role of the Sami worldview in contemporary education while simultaneously critically analysing the colonial structures that continue to impact Sami society and education.
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs
Authors: Mcgregor Deborah
Published: August 2016

Abstract This paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.
Shieldwolf and the Shadow: Entering the Place of Transformation
Authors: Bowers Randolph
Published: August 2016

Abstract
This paper speaks from a poetic voice and briefly
discusses the untamed nature of metaphor and narrative.
Then the story is shared. The tale relates to how healing
of identity, after eons of racism, sexism, homophobia and
other forms of social isolation and internalised sorrow,
requires deep abiding patience. Situated in transpersonal
or spiritual space, the story suggests how Indigenous
narrative crosses thresholds between reality and fiction.
These are united in an “ontopoetics” of soul, a uniquely
postmodern Indigenous sensibility that is also nothing
terribly new. The story of Shieldwolf and the Shadow is a
contemporary Indigenous tale of the place where
transformation is undertaken, without fear, and with every
intention that life itself will change beyond our
reckoning. It may be possible that past bloodlines can be
cleansed and our future restored to justice and peace – at
least in some personal and contingent way. What we see in
contemporary story is a potential for transformation that
has eluded us for generations, and this is an echo of the
wisdom of our elders.
Indigenous Participation in Information Technology Project: Achievements and Challenges of the First Three Years
Authors: Evelyn Dyson Laurel , Robertson Toni
Published: August 2016

Abstract
In 2002 the Faculty of Information Technology at the
University of Technology Sydney began a major initiative to
improve the participation of Indigenous Australians in the
Information Technology (IT) sector. This followed an
initial study which showed that very few Indigenous
students undertook studies in IT at university and
therefore few found employment as IT professionals. As a
result of the new programme, the Faculty’s first Indigenous
staff were hired, an Indigenous resource centre was
established and the first postgraduate students recruited.
In addition, an IT tertiary preparation short course, the
Indigenous Pre-IT Program, was launched successfully, the
Faculty’s first Indigenous-specific course. With the
project, Indigenous student enrolments have increased,
mainly as part of the Pre-IT Program and as a result of
recruitment of undergraduates from amongst successful
Pre-IT Program students. However, retention of
undergraduates recruited via special admission provisions
has proved difficult despite attempts to secure
scholarships and to provide academic support. This paper
traces the development of the project and analyses the
achievements and challenges in the first three years.
Distance Education and the Issue of Equity Online: Exploring the Perspectives of Rural Aboriginal Students
Authors: Gibb Heather
Published: August 2016

Abstract
This paper explores Aboriginal perspectives of tertiary
education “online” from rural and remote community
locations in New South Wales. It does so within a frame of
enquiry as to how neo-liberal educational policy reforms
are impacting on equity issues in distance education
“online”. Accounts from Aboriginal university students in
health point to a range of tensions between changes brought
about by the reform in relation to student subjectivity and
university governance, and culturally preferred ways of
learning for many Aboriginal people. The paper offers
suggestions for how these forms of educational governance
can be reconciled with educational support needs of remote
Aboriginal learners.
A Measure of the Strength of the Relationship Between the Indigenity and Desirability of Queensland State Schools
Authors: Michaelson Matthew Thomas
Published: August 2016

Abstract
Education Queensland’s Remote Area Incentives Scheme
(RAIS) is intended to provide financial and other benefits
to teachers who choose to accept employment in undesirable
locations in the state. On paper, this scheme claims that
remoteness from an urban centre is the foremost measure of
a school’s undesirability. However, the percentage of
Indigenous students in a school has a strong influence on
the assignment of transfer ratings to Queensland state
schools. This paper provides the details of a statistical
analysis that shows that there is a strong relationship
between the Indigenity of a school and its
institutionalised perception of undesirability. It also
includes a survey of urban schools in southeast Queensland
that are categorised as less desirable than surrounding
schools in the region primarily because there is a higher
percentage of Indigenous students enrolled in those
schools.
Working Productively with Indigenous Communities: Mungullah Best Start Playgroup
Authors: Lee Libby , Thompson Andrew
Published: August 2016

Abstract
In this paper, we discuss and analyse the development of
a resource documenting an Indigenous early childhood
playgroup programme. The resource, known as the “Best Start
DVD” was developed through a partnership between community
and government support agencies to support engagement of
parents as educators of their children. Through analysis of
the development process and the product, we provide
commentary on our learning regarding working successfully
in partnerships with Indigenous communities. Additionally,
we discuss what we learned about influences on Indigenous
parents’ engagement as educators of their children.
Community Involvement and Education in the 1991-2000 Australian Reconciliation Process
Authors: Gunstone Andrew
Published: August 2016

Abstract
In 1991, the Australian Parliament implemented a formal
10-year process of reconciliation. The aim of the process
was to reconcile Indigenous and non-Indigenous people by
the end of 2000. The Council for Aboriginal Reconciliation
(CAR) was established to promote the process. The process
had three broad goals: improving education, addressing
Indigenous socio-economic disadvantage and developing a
document of reconciliation. This 10-year process achieved
several successful outcomes, including the “People’s
Movement” and the “Walks for Reconciliation”. The outcomes
were predominately linked to the broad education goal and
occurred due to the involvement of the Australian community
in the reconciliation process.
In this paper, I explore two inter-related programmes
developed by CAR - community consultations and encouraging
community involvement - that encouraged the involvement of
the Australian community in reconciliation and were
significantly responsible for the success obtained by the
education goal. However, I also argue there were two issues
involving many non-Indigenous people - their ignorance of
reconciliation and Indigenous issues and their nationalist
understandings of reconciliation - that ensured that
overall the goals, despite some successful outcomes, were
not fully achieved by the conclusion of the formal
reconciliation process.
Creating Culturally-Safe Schools for Māori Students
Authors: Macfarlane Angus , Glynn Ted , Cavanagh Tom , Bateman Sonja
Published: August 2016

Abstract In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools - places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Maori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Maori students.
Grounded Theory and Focus Groups: Reconciling Methodologies in Indigenous Australian Education Research
Authors: Stewart Jan
Published: August 2016

Abstract
This paper captures an ideological moment in time in
which I contemplated the methodological approach I was
embarking upon. In my search for a more appropriate
approach for conducting research with Aboriginal and Torres
Strait Islander tertiary students at the University of
Queensland, I chose focus groups set within the qualitative
process of grounded theory. This paper explores the
meaning, usefulness and persistence of grounded theory, how
it juxtaposes with focus groups, and the implications for
the reciprocal integrity of the research for the Aboriginal
and Torres Strait Islander students and me. Within this
context and the tenets of grounded theory I ask questions
such as, “For how long in the process can your research
texts (linking data and theory) about field texts
(participants’ narratives) remain purely inductive?” And,
“How does the movement between inductive theory development
and deductive assumptions fit widi issues of power and
authority in an Australian Indigenous context?”
I see possibility in the complementary use of grounded
theory and focus groups that creates dialogic relationships
between the students as both narrators and audience.
Through the interaction of retelling, reliving and
recreating life experiences in conversations, Aboriginal
and Torres Strait Islander tertiary students conceptualise
their individual subjectivities in a process of
self-construction. How perceptive I am in “seeing”
developing concepts within the students’ testimonies, and
how I interpret those concepts in relation to existing
theoretical content, may lead to new theory that influences
the ongoing deconstruction of grand narratives often
assigned to group identities. Co-research among the
participants can provide the opportunity for monitoring the
generative process.
Sensibility: a New Focus in Sámi Health Care Education
Authors: Nymo Randi
Published: August 2016

Abstract
Colonialism has had significant bodily impacts on
Indigenous peoples through medicine. Excluded from the
German race, Sámi have been burdened by mainstream
prejudices which perpetuate myths about Sámi having poor
genetic material and, as a consequence, having an inferior
culture and language. This offensive burden and subsequent
humiliation has particular implications for the Sámi who
come into contact with the health system as patients.
Ethnic identity is connected with taboos, not only for
patients, but also for Sámi and non-Sámi treaters.
According to common knowledge Sáminess should not be a
theme. In spite of intense assimilation, many Sámi
understand illness as something caused of powers in nature
or influenced by other people. The result can be a feeling
of bodily chaos. Not understanding the meanings of the
signs shown by the patients may bring health workers to
interpret expressions of culture as signs of disease. Sámi
patients can be diagnosed as suffering from delusions.
Sometimes they are visited by traditional healers in faith
to restore bodily cosmos. What’s more, the patient trying
to hide her Sámi origin can be considered as dishonest.
Sensing this staff may discharge her from hospital earlier
and spoil her chances to get proper treatment. Health
educators have specific responsibilities to make students
aware of the diversity of patient’s culture and view of
life. Within thought of body phenomenology the experiencing
body is both subject and object. Messages are filtered by a
cultural framework and the persons in interaction impact on
each other. Face-to-face with the patients you can sense
their vulnerability and decide to meet them as objects for
your therapy activities or as individuals.
The Interface Between Indigenous and Non-Indigenous Systems of Knowing and Learning: a Report on a Dharug Language Programme
Authors: Green Richard (Ricky) , Oppliger Amanda
Published: August 2016

Abstract
This paper reports on the processes experienced in the
development of a language programme in a high school in the
western suburbs of Sydney in 2006 and represents the ideas
and views of the two key participants. We consider the
different perspectives held by the key participants on the
project and how these need to be worked through in order to
come to a place where the two (or more) systems of knowing
and learning can be symbiotic rather than pushing against
one another. The two systems being referred to are, in
brief, a Western academic position, held by the linguist on
the project, and an Indigenous intuitive position, held by
the language tutor on the project. We report on the steps
forward and backward in this process and how the
participants felt and dealt with the emotional and
intellectual demands incurred throughout the process. Much
of this “two steps forward, one step back” process has
resulted from the struggle for the non-Indigenous linguist
to understand the Indigenous tutor’s knowledge, input and
feelings. Likewise the tutor had to come to understand the
linguist’s knowledge base and what she was trying to do. We
hope that this paper will open up many issues for
consideration and discussion such as collaborative
research, teaching and learning and working as a
partnership.
Touring the Indigenous or Transforming Consciousness? Reflections on Teaching Indigenous Tourism at University
Authors: Higgins-Desbiolles Freya
Published: August 2016

Abstract
The role of the non-Indigenous educator and researcher
in education on Indigenous issues is becoming the subject
of critical scrutiny. Indigenous academics are successfully
turning the gaze on non-Indigenous peers and practices.
This paper narrates some of the experiences of a
non-Indigenous educator teaching an undergraduate elective
Indigenous tourism course. The educator has attempted to
respect the principles of an evolving Indigenist paradigm
in the development, running and review of the course. In
particular, the educator consulted with Indigenous
academics and leaders in the development of the course and
its curriculum; privileged Indigenous voices throughout the
curriculum (in readings, audio-visuals, guest lectures and
tutorial exercises); and facilitated student interaction
with the local Indigenous community and land.
My work as a non-Indigenous educator in the new academic
field of tourism studies is currently pivotally important
because Indigenous academics are not yet asserting their
claim to this field. In my attempts to adhere to an
Indigenist paradigm I aim to create important opportunities
to ensure appropriate discourse and encourage Indigenous
academics into the field. In relation to appropriate
discourse and learning, student feedback so far indicates
important transformations in consciousness are occurring.
However, the problematic of the non-Indigenous educator
speaking for Indigenous peoples as “essentialised Others”
remains a key concern. While the tensions between
Indigenous and non-Indigenous in the conduct of Indigenous
education are real and important, this work in the teaching
of Indigenous tourism suggests that the resolution of
tensions require alliances and shifts in power.
The Sustainable Harvesting of Edible Insects in South Africa, with Reference toI ndigenous Knowledge, African Science, Western Science and Education
Authors: Toms Rob
Published: August 2016

Abstract
In our ongoing research on edible insects in the Limpopo
Province of South Africa, we have found evidence of the
unsustainable harvesting of edible insects and the food
plants of certain insects. The decline in the edible insect
industry, together with the need for food security provides
a strong incentive to investigate possible causes of
problems using different knowledge systems. Any solution to
these problems needs to take Indigenous Knowledge Systems
(IKS) into account if it hopes to be successful and
sustainable. We have found that different communities have
different explanations for the same phenomena. Some of
these explanations correspond with the explanations for the
same phenomena in Western science. Where areas of overlap
between IKS and Western science exist, these can be used in
education in such a way that recommendations for
sustainable harvesting can be developed with reference to
African science. In this process, the area of overlap
between the systems may grow as information from one system
is incorporated in another. In this contribution the
overlapping roles of IKS, African science and Western
science are explored in the teaching of the sustainable
harvesting of Indigenous resources for food security and
conservation. This creates opportunities to teach relevant
science in such a way that the concerned communities can
benefit through better food security and the conservation
of culturally important plants and animals.
Alive and Well: Aboriginal Education in South Australia
Authors: Darvall Ken
Published: August 2016

During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.

The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.
Creating a Good Maths Learning Environment
Authors: Patrick-Rolf Megan
Published: August 2016

As Lecturer and Curriculum Writer: Mathematics for the Anangu Teacher Education Program, I write to share some of the successes of a Maths workshop which I facilitated for the program’s Stage 3 students, 26 February to 2 March 1990.

I have included a brochure for further information regarding the Anangu Teacher Education Program (ANTEP).
American Indians fitting into Medical School
Authors: Buckley Apanakhi
Published: August 2016

This paper describes a qualitative study of how indigenous people experience medical school in the United States. Nine American Indians and Alaska Natives participated in the study: five women and four men. They came from eight different tribes, but they have asked me to protect their confidentiality, so I will not identify their tribes. Their ages ranged from 27 to 39. Five of them had children. Two of them were unmarried.

In the United States, the need for indigenous physicians is great. Twice as many American Indians die from homicide and suicide as non-Indians in the United States (Wallace, Kirk, Houston, Amnest, and Emrich, 1993); three times as many die from accidents and more than four times as many die from alcoholism (Indian Health Service, 1996). Diabetes is rampant among American Indians and Alaska Natives. Women are the hardest hit (Gilliland, Gilliland, and Carter; 1997). More than five times as many American Indian and Alaska Native women die from diabetes than non-Latina white women.
American Indians Higher Education Before 1974: From Colonization to Self-Determination
Authors: Beck David R.M.
Published: August 2016

Although Europeans and Americans involved American Indians in their educational systems almost from first contact, it was only in the nineteenth and twentieth centuries that the United States government made a full scale assault and took control of virtually all aspects of American Indian education, with the purpose of forcing or encouraging assimilation. This assault began with treaty-based support for education in government schools run by both federally hired schoolteachers and missionaries, paid for directly with money the tribes received for their lands. By the late nineteenth century the federal government, recognizing the failure of day schools in the assimilation process, turned to the use of boarding schools, on-reservation and off, through which Indians were trained in vocational and domestic skills and which were intended to sever children’s ties to their cultures. During this time few Indians were educated at a college level. The English and later Americans expected those who were educated to use their educations to help in the assimilation process. These educational systems, while disrupting (though not destroying) reservation life and culture, focussed almost exclusively on industrial and domestic, not intellectual, training. The quality of education provided was so low that even Indian students wishing to attend college were often academically ineligible for entrance.
History of Aboriginal Education and Cape York Peninsula: A Case Study
Authors: Hodgson Jayne
Published: August 2016

The aim of comparative studies in education is to improve our understanding of our own problems of education at the national level. In the words of Phillip E. Jones (1973:24), “Comparative education can lead us to understanding, sympathy and tolerance”. More than that, it is hoped that it can lead to improved circumstances for Australia’s most disadvantaged minority group – the Aborigines.

The Aborigines were the first people to have a social system in Australia. That system, however, has undergone dramatic change in the last 200 years at the hands of ‘white’ migrants. Changes in educational policy in Australia have been largely a reaction to what the ruling majority has regarded as the ‘Aboriginal problem’. Schooling for Aborigines thus moved, early this century, from an era of mission schools and reserves to ‘formal’ schooling which was introduced in the 1960’s. Policies then shifted in turn from ‘assimilation’ to ‘integrationism’ to ‘self-determination’ and self-government’ for the Aborigines.
Counting at Pularumpi: a survey of a traditional mathematics and its implications for modern learning
Authors: McRoberts Robert W.
Published: August 2016

The research on which this article is based was undertaken at Pularumpi, Melville Island, Northern Territory in 1984-85. At the time I was employed as the adult educator for Pularumpi, and was conducting courses and classes which involved mathematics at various levels - a course in metrication for the technical staff; mathematics for specific purposes for the health workers, police aides, Council and Housing Association bookkeepers, and for the Essential Services apprentices.

In all this I was never too sure of my methodology: what was the most effective way of helping these adults to learn? The basic problem was that I had no information of their pre-knowledge - the mathematical knowledge they possessed prior to their entry into the classes. Most had formal education to a secondary level, a few had completed secondary schooling in Darwin, Perth or Melbourne, with mixed results. Beyond that formal knowledge, however, I needed to know the students mathematical preconceptions so that I could more effectively assist them to learn the specific purpose mathematics they needed for the jobs they held.

In 1984, the Northern Territory Education Department published a paper by Pam Harris, Money in Aboriginal Communities. This was the first academic work I had encountered which addressed my needs as an educator in this area. Harris examined modern shopping practices and posited a theory of attitudes to numeracy. This information was presented in a readable form and in an effort to assist educators of Aboriginals in mathematics.
Building Bridges across a Cultural Chasm
Authors: Nugent Ann
Published: August 2016

At the Jervis Bay Primary School there is in progress a project which is designed to involve the Aboriginal children at the school (about 25 per cent of the total enrolment) in some educational decision-making. The program is being funded by the Australian Government’s Schools Commission Innovations Program.

It was judged that in the total school environment the Aboriginal children were followers and not initiators and that this was in part attributable to the skills-oriented competitive structure of the classroom system that exists at the school, and in which leadership and success fall largely to the non-Aboriginal pupils.
Teaching in Aboriginal Communities: The Warrabri Example
Authors: Brennan F.D.
Published: August 2016

I would like to discuss certain aspects of teaching in a predominantly Aboriginal community. I want to stress three major areas which I believe we must think about carefully if we are to educate children successfully, and actually be content in our job.

1. The manner in which we teach the children in our class.

2. Community involvement.

3. The decision-making role of the Aboriginal Community.
Aboriginal Pre-Pre-School
Authors: Leidig Lynda
Published: August 2016

The Aboriginal Social Club of Port Augusta has been operating a pre-pre-school for Aboriginal children for the past six months or more. The idea behind this venture was to enable Aboriginal children between the ages of 2½ to 4 years to come together in a playgroup situation where they could experience the social contacts and educational experiences which many middle-class children already experience in the home. Such experiences prepare the children for kindergarten which they attend between the ages of 4 and 5 years.
Nutritional Integration of the Aboriginal
Authors: Stacy Sandra
Published: August 2016

Miss Stacy, who is now studying for an M.A. in Sociology and Anthropology, presented this paper at the 46th ANZAAS Congress in Canberra, January 20th–24th 1975.
Para-Professionals at the Early Learning Centre, Athlone
Authors: Short Ann
Published: August 2016

The important roles played by the Aboriginal Teacher-aides in our schools have been discussed in previous issues by Wayne Dyer. In the following article, Ann Short writes about the involvement of para-professionals in three separate programs at the Early Learning Center, Athlone, South Africa.
The Problems Experienced by Vernacular-Speaking Aboriginal Children When English Only is Used as the Medium of Their Formal Education
Authors: Douglas W.H.
Published: August 2016

The purpose of this paper is to illustrate some of the problems associated with the monolingual approach to the education of Aboriginal children. It does not set out to cover all of the problems experienced by vernacular-speaking children when English only is used as the medium of their primary formal education. By revealing some of the main areas of difficulty, though, it is hoped that bilingual education will be seen as a valuable tool for overcoming many of the problems.
Central Australian Excursion
Authors: Kennedy Jill
Published: August 2016

In June this year a Central Australian excursion was organized by the Department of Labor and Ceduna Area School for seven of the school’s secondary Aboriginal students. With the exception of Keith Peters, a first year student who had recently come to Ceduna from Yalata, the students had had very little contact with the tribal way of life. They were ignorant of Aboriginal customs and laws, and in some respects this ignorance had led to contempt or fear. Some of the boys were, for example, terrified that they could be taken and forcibly initiated, so that, when on the first evening of the trip we were stopped by some Yalata people on the road south of Coober Pedy, they begged us to drive on, and hid their faces under blankets in the back seat. The second night (Saturday June 21st) we camped out for the first time just north of the turn-off to Indulkana. Keith, a great comedian, but at this stage not well-known to, or accepted by, the others in the group, decided to stir them up by mentioning that there were “wild nungas” in the area. This raised considerable alarm and for the rest of the night few of the boys dared to leave the campfire without a strong stick and a friend as a bodyguard.
An Aboriginal Teacher-Aide in a Large Metropolitan School
Authors: Barney J.
Published: August 2016

I wanted to become a teacher-aide after I heard of an experimental project in a Brisbane school where Aboriginal people were asked to be part of the school and part of the classrooms to help the Aboriginal children attending the school. I applied at three schools in the Inala district because I live in this district, my children go to school here, and my sister-in-law is a teacher-aide at one of the schools in the district.

I thought it would be really great if I could get a job like that. I could be at the school with my two children and work the same hours as them. After I found out that I had got the job at the same school that my children attend, I didn’t have a clue what work I’d be doing. My sister-in-law told me a few things, and after I had been for an interview, I had a better idea. But I still didn’t expect to be working with the children – doing sums and reading.
“A horrific photo of a drowned Syrian child”: Humanitarian photography and NGO media strategies in historical perspective
Authors: Fehrenbach Heide , Rodogno Davide
Published: August 2016

This article is a historical examination of the use of photography in the informational and fundraising strategies of humanitarian organizations. Drawing on archival research and recent scholarship, it shows that the figure of the dead or suffering child has been a centrepiece of humanitarian campaigns for over a century and suggests that in earlier eras too, such photos, under certain conditions, could “go viral” and achieve iconic status. Opening with last year's photo campaign involving the case of 3-year-old Syrian refugee Alan Kurdi, whose body washed up on a Turkish beach near Bodrum in early September 2015, the article draws on select historical examples to explore continuities and ruptures in the narrative framing and emotional address of photos depicting dead or suffering children, and in the ethically and politically charged decisions by NGO actors and the media to publish and distribute such images. We propose that today, as in the past, the relationship between media and humanitarian NGOs remains symbiotic despite contemporary claims about the revolutionary role of new visual technologies and social media.
Disaster Response in Southeast Asia: The ASEAN Agreement on Disaster Response and Emergency Management
Authors: SIMM Gabrielle
Published: August 2016

Southeast Asia includes some of the states at greatest risk of disasters worldwide, and ASEAN has been at the forefront of using international law to attempt to co-operate in disaster risk reduction and response. The ASEAN Agreement on Disaster Management and Emergency Response (AADMER) is a regional treaty that has been hailed as among the world’s best practice: progressive, comprehensive, and, unusually for a disaster instrument, legally binding. This paper evaluates ASEAN’s responses to two mega-disasters: Cyclone Nargis that hit Myanmar in May 2008 and Super-typhoon Haiyan/Yolanda that hit the Philippines in November 2013. The paper aims further to investigate the role of non-state actors, such as civil society and the private sector, in institutionalizing and implementing AADMER.
Effects of maltreatment and parental schizophrenia spectrum disorders on early childhood social-emotional functioning: a population record linkage study
Authors: Matheson S. L. , Kariuki M. , Green M. J. , Dean K. , Harris F. , Tzoumakis S. , Tarren-Sweeney M. , Brinkman S. , Chilvers M. , Sprague T. , Carr V. J. , Laurens K. R.
Published: August 2016

Aims.

Childhood maltreatment and a family history of a schizophrenia spectrum disorder (SSD) are each associated with social-emotional dysfunction in childhood. Both are also strong risk factors for adult SSDs, and social-emotional dysfunction in childhood may be an antecedent of these disorders. We used data from a large Australian population cohort to determine the independent and moderating effects of maltreatment and parental SSDs on early childhood social-emotional functioning.

Methods.

The New South Wales Child Development Study combines intergenerational multi-agency data using record linkage methods. Multiple measures of social-emotional functioning (social competency, prosocial/helping behaviour, anxious/fearful behaviour; aggressive behaviour, and hyperactivity/inattention) on 69 116 kindergarten children (age ~5 years) were linked with government records of child maltreatment and parental presentations to health services for SSD. Multivariable analyses investigated the association between maltreatment and social-emotional functioning, adjusting for demographic variables and parental SSD history, in the population sample and in sub-cohorts exposed and not exposed to parental SSD history. We also examined the association of parental SSD history and social-emotional functioning, adjusting for demographic variables and maltreatment.

Results.

Medium-sized associations were identified between maltreatment and poor social competency, aggressive behaviour and hyperactivity/inattention; small associations were revealed between maltreatment and poor prosocial/helping and anxious/fearful behaviours. These associations did not differ greatly when adjusted for parental SSD, and were greater in magnitude among children with no history of parental SSD. Small associations between parental SSD and poor social-emotional functioning remained after adjusting for demographic variables and maltreatment.

Conclusions.

Childhood maltreatment and history of parental SSD are associated independently with poor early childhood social-emotional functioning, with the impact of exposure to maltreatment on social-emotional functioning in early childhood of greater magnitude than that observed for parental SSDs. The impact of maltreatment was reduced in the context of parental SSDs. The influence of parental SSDs on later outcomes of maltreated children may become more apparent during adolescence and young adulthood when overt symptoms of SSD are likely to emerge. Early intervention to strengthen childhood social-emotional functioning might mitigate the impact of maltreatment, and potentially also avert future psychopathology.
Construct Your Own Response
Authors: Thissen Alica , Koch Marco , Becker Nicolas , Spinath Frank M.
Published: August 2016

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, testees construct their own response in a computerized test environment. The format has several advantages: It is no longer possible to guess the correct response or to compare the reference cube to the response options, resulting in a higher demand for spatial ability. Moreover, it is possible to create items with a particularly high difficulty which are needed for the assessment of intellectual giftedness. In the present study, we developed 28 items and presented them to a sample of 130 university students. Test results showed that the items possess a very high statistical difficulty. Furthermore, the item set yielded a very high internal consistency. The results of an exploratory factor analysis as well as of a multidimensional IRT analysis indicated that a two-factor solution (“spatial relations” vs. “spatial visualization”) is plausible. Response time had a negligible influence on accuracy. Perspectives on further research concerning the cube construction task and possibilities for practical applications are being discussed.
Investigating the Structural Model of the Strengths and Difficulties	Questionnaire
Authors: Skoczeń Ilona , Rogoza Radosław , Maćkiewicz Marta , Najderska Małgorzata , Cieciuch Jan
Published: August 2016

Abstract. The Strengths and Difficulties Questionnaire (SDQ) aims to assess problems in the psychological adjustment of children and youths. In this paper, we present results from an analysis of the structure of the SDQ. Data were collected from a community sample of 582 children and adolescents aged 10–19 years in Poland. The results showed that the bi-factor model yielded a good fit to the data. Out of five original SDQ factors, only emotional symptoms and prosocial behavior scales were distinguished from the general factor of difficulties. Additionally, two independent facets that concerned the characteristics of unsettlement and cautiousness have been extracted from the hyperactivity and conduct scales. The achieved structure differs from the theoretically assumed structure, but the findings are consistent with the Circumplex of Personality Metatraits (CPM), which was adapted to interpret the results. Moreover, with the help of the CPM, an additional difficulty that can be introduced to the model was identified.
The Child Problematic Traits Inventory in a Dutch General Population	Sample of 3- to 7-Year-Old Children
Authors: Colins Olivier F. , Veen Violaine , Veenstra Margo , Frogner Louise , Andershed Henrik
Published: August 2016

Abstract. The Child Problematic Traits Inventory (CPTI) is a new teacher rated instrument to assess psychopathic personality traits in children. This is the first study to test the psychometric properties of the Dutch CPTI. Teachers completed the CPTI for 287 3- to 7-year old-children. Results from confirmatory factor analysis supported the proposed 3-factor structure of the CPTI. The CPTI total score and three factor scores were internally consistent and showed the expected correlations with external criterion measures that have been linked to psychopathic personality, including conduct problems, proactive and reactive aggression, and temperament. This study also provides novel evidence that CPTI factor scores were positively related to an alternative measure of callous-unemotional traits, thereby supporting the criterion validity of the CPTI scores. In conclusion, this study replicates and extends prior tests of the CPTI in Sweden and suggests that the Dutch version of the CPTI holds promise as a teacher rated tool for assessing psychopathic traits in childhood.
Intrinsic limits to gene regulation by global crosstalk
Authors: Friedlander Tamar , Prizak Roshan , Guet Călin C. , Barton Nicholas H. , Tkačik Gašper
Published: August 2016

Gene regulation relies on the specificity of transcription factor (TF)–DNA interactions. Limited specificity may lead to crosstalk: a regulatory state in which a gene is either incorrectly activated due to noncognate TF–DNA interactions or remains erroneously inactive. As each TF can have numerous interactions with noncognate cis-regulatory elements, crosstalk is inherently a global problem, yet has previously not been studied as such. We construct a theoretical framework to analyse the effects of global crosstalk on gene regulation. We find that crosstalk presents a significant challenge for organisms with low-specificity TFs, such as metazoans. Crosstalk is not easily mitigated by known regulatory schemes acting at equilibrium, including variants of cooperativity and combinatorial regulation. Our results suggest that crosstalk imposes a previously unexplored global constraint on the functioning and evolution of regulatory networks, which is qualitatively distinct from the known constraints that act at the level of individual gene regulatory elements.
Mass production of shaped particles through vortex ring freezing
Authors: An Duo , Warning Alex , Yancey Kenneth G. , Chang Chun-Ti , Kern Vanessa R. , Datta Ashim K. , Steen Paul H. , Luo Dan , Ma Minglin
Published: August 2016

A vortex ring is a torus-shaped fluidic vortex. During its formation, the fluid experiences a rich variety of intriguing geometrical intermediates from spherical to toroidal. Here we show that these constantly changing intermediates can be ‘frozen’ at controlled time points into particles with various unusual and unprecedented shapes. These novel vortex ring-derived particles, are mass-produced by employing a simple and inexpensive electrospraying technique, with their sizes well controlled from hundreds of microns to millimetres. Guided further by theoretical analyses and a laminar multiphase fluid flow simulation, we show that this freezing approach is applicable to a broad range of materials from organic polysaccharides to inorganic nanoparticles. We demonstrate the unique advantages of these vortex ring-derived particles in several applications including cell encapsulation, three-dimensional cell culture, and cell-free protein production. Moreover, compartmentalization and ordered-structures composed of these novel particles are all achieved, creating opportunities to engineer more sophisticated hierarchical materials.