bluuebunny/crossref_metadata_2025 huggingface dataset:
Chamorro Perspectives on Mental Health Issues in Guam: Cross-Currents of Indigenous and Western Cultural Discourses
Authors: Twaddle Iain K. B. , Roberto J. Peter , Quintanilla Ladisa D.
Published: August 2016

In order to promote cultural sensitivity in addressing mental health problems among the Chamorro people of Guam, the authors conducted a study aimed at exploring indigenous Chamorro alternatives to Western mental health theory. In tape-recorded interviews, thirty Chamorro participants shared their thoughts on Guam's psychosocial problems and the various ways in which Chamorros describe, explain, and address these problems now and historically. The resulting narratives were analyzed through a multi-layered process involving a number of Chamorro and non-Chamorro researchers and the participants themselves. In the spirit of participatory research, direct quotations from the interviews were woven into a synthesized cultural narrative highlighting a multiplicity of participant perspectives. This narrative examines substance abuse, violence, youth and family problems, and socially “bizarre” behavior in the context of cultural changes resulting from modernity and Westernization. The narrative also outlines Chamorro indigenous approaches to helping and healing, including family support, community support, and the use of traditional healers, as well as Chamorro views on Western mental health services. Discussion focuses on the role of mental health discourse in contemporary Chamorro culture.
Possible toxicity and withdrawal seizures in Aboriginal kava drinkers in Arnhem Land, (Australia)
Authors: Clough Alan R , Cairney Sheree , Maruff Paul , Burns Chris B , Currie Bart J
Published: August 2016

Background: In the 1990s, heavy kava use in Aboriginal communities was linked to reports of unusual neurological events which were often described as ‘fits’ or ‘seizures’. Kava use has also been associated with extra-pyramidal movements. We now raise the possibility that kava toxicity and kava withdrawal may be associated with grand mal seizures. This paper describes some of ’these “seizure” episodes’ in kava drinkers. Nine communities and associated homelands in the eastern Arnhem Land (Miwatj) region (Northern Territory, NT) including 7001 Aboriginal people of whom 4217 were over 15 years. Twenty-one kava users experienced 32 “seizure” episodes for which the date of occurrence and other data was recorded in notes in community health clinic files dating from the 1980s up to 1999 in a sample of the Miwatj population. Kava, alcohol, tobacco, cannabis use and petrol sniffing, year in which “seizure” occurred, notes of kava toxicity or withdrawal. Kava toxicity effects were suspected in 15 and withdrawal effects in six of 32 “seizure” episodes. In seven episodes impaired consciousness and abnormal movements were adequately documented to suggest grand mal seizures. The maximum number of “seizures” experienced was three and three individuals experienced this number between 1990 and 1999. One was a heavy kava user. Six other individuals experienced two “seizures” each and five of these were heavy users. Sixteen individuals experienced 19 “seizures” during 1994-1997 when kava supply may have reached its peak. Fifteen of the 21 individuals experiencing “seizures” were heavy users described locally as dja[aw'marama. The clinical data and the coincidence of peak supply with records of “seizures” suggest kava toxicity and withdrawal seizures may both occur with heavy kava use. Further systematic analysis is warranted to confirm this and to assess kava's effects with respect to possible confounders such as alcohol.
Detoxifying in Darwin: Client Satisfaction and Outcomes
Authors: O'Reilly Bridie , Rysavy Paul , Moon Chris
Published: August 2016

This study investigated client satisfaction and completion of detoxification among 185 clients admitted to Darwin Detoxification Unit from February to August 1999. The aim of the study was to identify detoxification completion versus non-completion and to obtain information that could guide the development of the Unit. The sample was predominantly male (79%), Caucasian (80%), unemployed (83%) and with low education levels (71% with Year 11 or lower). 140 clients voluntarily completed an anonymous exit questionnaire (50% alcohol admissions, 50% other drug admissions) commenting on reasons for leaving the Unit and satisfaction with staff, daily routine/activities, medication and facilities. Respondents were also asked to rate their overall satisfaction and make any other comments that would improve the service. Half of all total admissions completed detoxification with alcohol admissions more than twice as likely to complete (p <.05). Reported satisfaction levels were high for both groups across all domains but no significant associations were found between satisfaction and completion of either alcohol or other drug admissions. Most complaints for both groups related to boredom and inactivity. The study highlights the challenges in retaining other drug admissions and the need to identify additional strategies to encourage detoxification completion, as well as confirming the value of consumer feedback in guiding service development.
Remote rural community perceptions of ethical psychological practice
Authors: Weier Justine , Davidson Graham
Published: August 2016

All residents bar one of an isolated rural Australian town were interviewed to obtain their understandings of psychologists' roles vis a vis other professional workers' roles in rural communities, confidentiality expectations and limits to confidentiality, and overlaps between psychologists' professional and their other non-professional social roles. Data were gathered using a Kellian repertory grid technique and analysed using a multidimensional scaling technique. The results indicated that residents construed the psychologist's role as being different from other health or pastoral-counselling professionals' roles. Residents reported a complex array of opinions regarding the application of confidentiality standards, and limits to confidentiality, although all reported that limits to confidentiality should exist. Although residents reported and accepted that psychologists engage in a variety of non-professional, social roles in small rural communities, they also expected that psychologists would clearly differentiate between their professional role and their non-professional roles. Results overall were consistent with research findings with urban residents and with the professional code and guidelines.
The relationship between depression, satisfaction with life, and social interest
Authors: Saunders Shaun A. , Roy Cherie
Published: August 2016

Depression is occurring in almost epidemic proportions in modern society (Seligman, 1990). The current study aims to explore the relationship between depression, life satisfaction, and social interest. Eightyseven students from the University of Newcastle were administered the Beck Depression Inventory (BDI), the Satisfaction with Life Scale (SWLS), and the Social Interest Index (SII). As hypothesised, it was found that depression was negatively correlated with life satisfaction and social interest. It was also found that females displayed greater social interest than males, however no difference was observed in level of depression by gender. These findings support the concept that treatment for depression might be oriented away from introspection, and directed instead towards increasing social awareness and interaction.
Humidity, anxiety, and test performance: Maintaining equity in Tropical climates
Authors: Buchanan Kirsten , Carr Stuart C.
Published: August 2016

With the advent of global warming, psychological tests are increasingly administered under high levels of environmental humidity, which may combine with test anxiety to disadvantage millions students worldwide. With temperature held constant, 42 Northern Territory (Australian) undergraduates took basic Digit Span and Stroop tests, under conditions of high/low humidity and high/low test rapport (which operationally defined test anxiety). Digit Span performance was significantly depressed both by anxiety and humidity, while Stroop performance was depressed by test anxiety, and marginally affected by an interaction between anxiety and humidity (the latter attenuating negative impact from the former). In the Tropics, the impact of test environment may vary substantially depending on the type of cognitive demands made by the particular assessment task.
Aspects of social stratification and honour on pre-Christian and modernMungiki(Bellona)
Authors: Kuschel Rolf , Takiika 'Angikinui F. , 'Angiki Kiu
Published: August 2016

This paper analyses some important aspects of social stratification and honour on pre-Christian and modern Mungiki (Bellona), a Polynesian Outlier in the Solomon Islands. Opposite other traditional Polynesian societies, honour on Bellona was not part of a complex and prominent mana-taboo system. Honour was part of an incessantly social evaluation of a man's achievements, distinctiveness, and kin-related history. A man bestowed with honour not only had the right to, but was also expected to demand respect from significant others. Any severe challenge of his honour had to be vigorously counteracted in order to maintain and defend his and his kin group's social positioning as a deferential group. In revenge lies a rehabilitation for lost honour. He who renounced vengeance started on the path to insignificance, the quality of his life dwindled. Although important parts of practice have changed today, the basic idea of honour and competition for high status has remained fairly constant. We shall demonstrate how present day competition for social status in many respects is closely related to the traditional perception of honour which mirrored society's ideal values. What we shall present here is a set of propositions concerning some important aspects of the Bellonese philosophy concerning honour. In the strictest sense of the word, this paper is an attempt to present a social and cultural translation of some aspects of the Bellonese way of thinking.
Extinction of a Philippine script
Authors: Santos Hector
Published: August 2016

The Spanish colonizers found a writing system in place when they established a permanent settlement in Manila in 1571. They took advantage of the widespread literacy in this indigenous script, which had spread by then from Manila to most of Luzon and parts of the Visayas, to help convert the inhabitants to Christianity by publishing a catechism printed in the script. Yet within a century, the use of the script had almost vanished. This paper explores the factors that led to the loss of literacy in the indigenous writing system.
Language nationalism? Kanji on the Internet
Authors: Gottlieb Nanette
Published: August 2016

As of August 1998, the Japanese language was the second most widely used language other than English on the Internet. It has from time to time been argued that the way in which the Japanese view their language contributes to a kind of language nationalism which functions to emphasise the separateness of the Japanese people from others in the affective as well as linguistic sense. In an extension of this debate, some have suggested that the continued use of the Japanese writing system in the computer age acts to reinforce a barrier between Japan and the rest of the world. This paper examines the issues involved in the language nationalism view of the Japanese script and argues that the use of characters on the Internet should be seen as nothing more than the continuation of an existing infrastructure.
Implications of Distributed Information Technology for South Pacific Development
Authors: Watters Paul Andrew , Walters Maya Espinosa
Published: August 2016

The global digital communications network, colloquially known as the “internet”, has received much attention in recent years from business, media, cultural, and government interests. This paper looks behind the hype and sales-pitches, at the essential features of the medium which have made it (and will continue to make it) the central technology for the dissemination of information in the next century. It is a particularly important technology for remote communities, since all information resources (educational, commercial, and recreational) can be transmitted using a standard set of protocols (Hypertext Transfer Protocol, File Transfer Protocol, Network News Transfer Protocol), over any physical medium (packet radio, satellite, phone-line, and optic fibre), in any data format that can be digitised (radio, television, text, graphics, and sound). The implications of this non-coercive technology are explored in the context of the impact on development in the physically distant communities of the South Pacific.
Pacific Asia Psychology: Ideas for Development?
Authors: Carr S.C. , MacLachlan M. , Schultz R.F.
Published: August 2016

Focussing on health and management needs, an applied “psychology for development” is emerging in the African literature, and we aimed to explore its wider application to the development of countries in Pacific Asia. “Psychology for development” has made use of some distinctive pathways, from (a) realizing that development policy may contain mistaken assumptions about the psychology of the people involved, to (b) reconstituting, (c) restating, (d) refuting, or (e) rechannelling psychological concepts devised for western conditions. Applied psychological phenomena so far identified include (a) a “pay me!” reaction to aid (recipients demanding money for their participation); (b) “double demotivation” (salary differentials between local and expatriates demotivating both groups); (c) the “pull down” motive (the perception that others will sabotage high self-achievement); (d) “cognitive tolerance” (the ability to value at the same time both modern medical and traditional beliefs about health); and (e) the revitalised importance to health care of concepts such as “source credibility”. Anecdotal evidence suggests that these pathways and applied concepts may have a future in Pacific Asia, and we recommend empirical research to develop awareness of their viability in this region.
The Implications of “Communitarian” Criticism with Respect to the Modern Social Order and the Viability of the Human Sciences
Authors: Lea David
Published: August 2016

In the following paper I discuss a specific model of the human self which, allegedly, has been derived from the Enlightenment tradition. I discuss “communitarian” criticisms of this model which claim that it contains an untenable notion of unengaged, unattached subjectivity. In doing so I touch upon issues of individual rights and the loss of community which are the familiar preoccupations of the “communitarians”. I then indicate “communitarian” implications with respect to a reinterpretation of the moral order and the approach of the human sciences like psychology. Ultimately, I ask whether the supposed truth of “communitarian” analysis renders certain dominant forms of Western psychology irrelevant in the context of both customary Papua New Guinean society and Modern Western society.
Toward an Applied Aboriginal Psychology
Authors: Davidson Graham
Published: August 2016

This essay discusses some impediments to, and prospects for, the development of applied Aboriginal psychologies from the perspectives of cross-cultural and cultural psychology. Aboriginal psychologies are said to differ from mainstream scientific psychology in terms of their research priorities, world views, problems to be addressed, methodologies, ideological commitments, and perceived usefulness. Aboriginal and nonaboriginal people's perceptions of mainstream psychology and psychologists and of priority community needs are reported to provide evidence for such differences.
The Incidence of Homesickness in a Third World University
Authors: Mellam Albert
Published: August 2016

Geographical relocation is often associated with problems adjusting to the new physical and sociocultural environment (Totman, 1979) and with the stress of disruption to lifestyle routines (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). Relocation commonly entails culture shock, financial difficulties, separation from family, racial discrimination, and language difficulties (Murphy, 1977; Oberg, 1960); frequent relocation is also associated with illness (Stokols, Shumaker, & Martinez, 1983).

One group of people who tend to relocate relatively frequently consists of students, many of whom do report difficulties attributed to relocation (Anderson & Fleming, 1985; Fulmer, Medalie, & Lord, 1982; Simmonds, 1987). Their problems appear to be common to those of migrants in general (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). One very frequent complaint is the familiar one of homesickness.

Homesickness is commonly used to describe any condition of unhappiness or malaise which follows a transition to a new environment (Fisher, 1988). Denoted as “pining for home” (Chambers Dictionary, 1972) or “depressed by absence from home” (Concise Oxford Dictionary, 1964), students reportedly agree that homesickness has four main elements: missing home, missing family, longing to see friends, and wanting to go home (Brewin, Furnham, & Howes, 1989).

Recent studies conducted in Scotland found that homesickness affected 60 to 70 percent of native first-year students (Fisher, Fraser, & Murray, 1984; Fisher, Fraser, & Murray, 1985), a figure which approximates that found for boarding school students (Fisher, Fraser, & Murray, 1986). Homesickness was associated with cognitive failures, poor concentration, handing in work late, and decrement of work quality (Fisher et al., 1985; Fisher & Hood, 1987). In other words, there was some evidence that homesickness may affect academic performance.
A Survey of Self-Reported Problems Among Tertiary Students
Authors: Mellam Albert , Kuaru Terence
Published: August 2016

People moving into a new environment often find the process stressful (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). One of the reasons for the stress is that the new environment may not provide substitutes for the losses incurred during the process of relocation (Beck & Young, 1978). Separation anxiety, loss, interruption of lifestyle, reduced control over the psychosocial environment, role change, and self-consciousness are all after-effects of the relocation process (Fisher, 1988).

In general, migrants move as a group or as a family unit (Marmot & Syme, 1976; Murphy, 1976), but this is not true for students. Despite the fact that students often perceive their relocation as a challenging life event (Fulmer, Medalie, & Lord, 1982), they must face the challenge on their own, for they cannot count on the support and comfort of family and old friends. Furthermore, their relocation is to a competitive environment in which they are exposed to a range of stressors which, in all likelihood, are novel.

Students commonly experience problems following their relocation. The problems are related to change of culture (Oberg, 1960), to racial discrimination, and to change of diet and climate (Dyal & Dyal, 1981; Murphy, 1977; Nicassio & Pate, 1984). Other problems, including fatigue and headaches (Miller & Harwell, 1983), homesickness (Fisher, 1988; Fisher & Murray, 1984), and language difficulties (Mellam, 1989) may be more common to students than to other migrant groups.
The Empirical Relevancy of Mental States
Authors: Lea David
Published: August 2016

In this article I defend the following argument: 1) Empirical investigation can only be conducted with reference to statements that are empirically relevant; 2) Statements that refer to mental states cannot be defined so as to render them empirically relevant; 3) Therefore, there can be no empirical investigation of mental states.
Judgements of facial expressions of emotions in context and no-context Conditions
Authors: O'Driscoll Michael P. , Richardson Barry L. , Wuillemin Dianne B.
Published: August 2016

Thirty photographs depicting diverse emotional expressions were shown to a sample of Melanesian students who were assigned to either a face plus context or face alone condition. Significant differences between the two groups were obtained in a substantial proportion of cases on Schlosberg's Pleasant Unpleasant, and Attention – Rejection scales and the emotional expressions were judged to be appropriate to the context. These findings support the suggestion that the presence or absence of context is an important variable in the judgement of emotional expression and lend credence to the universal process theory.

Research on perception of emotions has consistently illustrated that observers can accurately judge emotions in facial expressions (Ekman, Friesen, & Ellsworth, 1972; Izard, 1971) and that the face conveys important information about emotions being experienced (Ekman & Oster, 1979). In recent years, however, a question of interest has been the relative contributions of facial cues and contextual information to observers' overall judgements. This issue is important for theoretical and methodological reasons. From a theoretical viewpoint, unravelling the determinants of emotion perception would enhance our understanding of the processes of person perception and impression formation and would provide a framework for research on interpersonal communication. On methodological grounds, the researcher's approach to the face versus context issue can influence the type of research procedures used to analyse emotion perception. Specifically, much research in this field has been criticized for use of posed emotional expressions as stimuli for observers to evaluate. Spignesi and Shor (1981) have noted that only one of approximately 25 experimental studies has utilized facial expressions occurring spontaneously in real-life situations.
‘Got him’: Revenge, emotions, and the killing of Osama bin Laden
Authors: Cox Lloyd , Wood Steve
Published: August 2016

The extrajudicial killing of Osama bin Laden (OBL) on 2 May 2011 was greeted with jubilation in the United States. The dominant interpretation of the event – expressed in US media, by US political elites, and on the streets of US cities – was that justice had been served on the perpetrator of the 9/11 atrocity and thereby a great historical wrong had been righted. This article argues that the ‘justice’ deployed was a proxy for revenge, understood as the infliction of harm on those who had inflicted harm on the avenger. The argument is situated in a broader discussion of the emotional topography on which acts of state revenge are politically premised. The bin Laden case is used to explore some issues raised by the growing literature on emotions in politics and International Relations including, most importantly, how emotions are collectivised and made public.
Characterization of X-ray radiation from solid Sn target irradiated by femtosecond laser pulses in the presence of air plasma sparks
Authors: Curcio A. , Anania M. , Bisesto F.G. , Faenov A. , Ferrario M. , Galletti M. , Giulietti D. , Kodama R. , Petrarca M. , Pikuz T. , Zigler A.
Published: August 2016

The emission of X-rays from solid tin targets irradiated by low-energy (few mJ) femtosecond laser pulses propagated through air plasma sparks is investigated. The aim is that to better understand the X-ray emission mechanism and to show the possibility to produce proper radiation for spectroscopic and imaging applications with a table-top laser system. The utilization of a controlled ultrashort prepulse is found necessary to optimize the conversion efficiency of laser energy into Lα radiation. The optimum contrast between the main pulse and the controlled prepulse is found about 102. A correlation between the laser contrast value and the laser near-infrared spectra at the exit of the plasma spark is observed.
Cutting A Better Deal For Torres Strait Islanders
Authors: Nakata Martin N.
Published: August 2016

In the Torres Straits, the cultural agenda, along with the push to move away from English as the language of instruction, has not been met with uniform enthusiasm by all Islanders. For many there has been a growing sense of disquiet and continuing frustration about the preoccupations with liberal humanist agendas in Islander education, and the ongoing low levels of educational outcomes (Nakata, 1994a; Nakata, Jensen and Nakata, in prep.). As interesting as the writings in education (Orr and Williamson, 1973; Finch, 1975; Langbridge, 1977; Orr, 1977, 1979; Osborne, 1979; Cunnington, 1984; Kale, 1987,1988; Castley and Osborne, 1988; Castley, 1988; Williamson, 1990) are to some people, they contribute little towards an understanding of our difficulties as we, Torres Strait Islanders, experience schooling, and thus contribute little towards a platform for improving our current or future educational outcomes.
Post-Primary Program — Lockhart River
Authors: Castley Steve , Cunnington Rose
Published: August 2016

Prior to 1994, Lockhart River was a P-7 school. Students from the community wishing to undertake secondary studies had to leave the community and attend secondary school at Bamaga, Cairns or elsewhere. The emotional and cultural upheaval caused by such a move had a significant effect on these students' achievements.
Providing An Ideal Environment For Our Children: A Personal View.
Authors: Appo Natasha
Published: August 2016

Recently I had the opportunity to visit Tarumbal Kindergarten/Preschool in Rockhampton. It is a kindergarten that enrols young Aboriginal and Torres Strait Islander children. A few of the children that attend the centre are related and this makes it feel like a big family. I observed and interacted with the children once a week for four weeks. In that short time the children grew to like me and accept me into their group. I felt that I was treated as a part of their extended family.
Watch Your Language, Eh?
Authors: Nicholls Christine
Published: August 2016

The first and probably most important piece of advice that anyone can give to prospective teachers of Aboriginal children is to ‘watch your language’. Whether or not the children speak an Aboriginal language as their first language, a Creole or a Pidgin or a version of Aboriginal English, with standard English as either a second language or second dialect, opportunities for miss-communication and non-communication abound.
Language Immersion: Friend Or Enemy Of Indigenous Minorities?
Authors: Harris Stephen
Published: August 2016

‘Language immersion’ has been regarded with suspicion for roughly two decades by many educators wishing to be loyal to the goals of bilingual education in indigenous groups. In this paper I argue that we should not be suspicious of immersion in a generalised way as an approach to both first and second language teaching among these groups. Rather, we should define those conditions under which immersion might be dangerous and those under which it might be helpful to the language aspirations of indigenous minorities.
Knowing Who May have a Hearing Loss: a simple speech reception game for use by teachers and parents
Authors: Howard Damien
Published: August 2016

Middle ear disease is one of the most common childhood illnesses (Kokko 1974) and often results in hearing loss. This type of conductive hearing loss is endemic among Aboriginal children in particular. Between twenty-five and fifty percent of Aboriginal primary school age children are affected by hearing loss at any point in time (Quinn 1988). However, Aboriginal children's hearing loss is often not identified, in part because of ‘masking’ due to cultural differences. The awareness of possible hearing loss among non-Aboriginal children is usually prompted by children's behaviour. For example, the children don't follow directions and fail to answer questions. However, among Aboriginal children these behaviours may also be attributed to cultural differences in appropriate social behaviour (Harris 1980). Therefore, concern about possible hearing loss is less likely to emerge on the basis of the behaviour of Aboriginal children (Price 1981, Howard 1991). This means identification of Aboriginal children's hearing loss often occurs only if children are tested, usually as part of a hearing screening program. However, in some areas of the Northern Territory at least, the likelihood of Aboriginal student's hearing being screened has actually diminished in recent years.
Micro Economic Reform and Aboriginal Support Programs
Authors: Jones Kirk
Published: August 2016

Issues of finances and resources continue to be critical in determining future directions for Aboriginal Support Programs in higher education. Full accountability for expenditure of public funds has been the ‘hidden agenda’ behind the rhetoric of ‘self management’ and ‘self-sufficiency’ of both the labour and coalition parties in regard to Aboriginal affairs (Sharing the Country). Yet, it is becoming increasingly evident that these political terms have economic links with ‘amalgamation’ and ‘program rationalization’; that is, they are packaged in ‘micro economic reform’.
Why are Aboriginal Children Labelled as a Special Needs Group?
Authors: Lee Robyn
Published: August 2016

In a large urban centre in North Queensland, a young five year old Aboriginal boy enters the classroom, wide-eyed and silent. Behind him come his mother and grandmother, seemingly reluctant to enter the classroom. The school year commenced two weeks earlier, so the other children have developed some routine. Having not been to pre-school, Joseph takes his place at the desk assigned by the teacher and silently watches the other children talk, laugh and skilfully use the available equipment.
WILTJA: Model of Education Delivery
Authors: Amadio John
Published: August 2016

The Pitjantjatjara people in the north west of South Australia and the Yalata Community in the far west of the state identify as Anangu (the people) Anangu culture is very different in many ways from the mainstream culture largely associated with urban centres but some of the aspects in common include a desire to maintain their culture and lifestyle, wanting a favourable future for their children and their communities, and a desire to be self managing.
Meeting the Needs of Aboriginal Students
Authors: Collins Glen
Published: August 2016

Improvements to the education of Australia's indigenous people is very much dependent upon the teacher's awareness of the factors affecting their academic potential. The traditional role of schools which essentially aimed at assimilating Aboriginal children into the ways of Western civilisation has proven to be ineffective and grossly unfair. Educational institutions must be more responsive to the needs of these people so that many more will be willing to participate in Western forms of education, and at a level beyond the compulsory years. This will involve an appreciation of the cultural, social, environmental and economic factors that can seriously impair the academic potential of Aboriginal children. Moreover, the teacher may need to alter a number of specific instructional practices in order to cater for the learning styles of these children. With the release of the Federal Government's Reconciliation Policy, and the P-10 Curriculum Framework's (Queensland Department of Education, 1987) emphasis on understanding individuals and their cultural diversity, it appears that these practices will become a necessary responsibility for all teachers in the near future.
Genre Approach to Written Language: Classroom Report
Authors: Greer Bev , Partridge Elizabeth
Published: August 2016

Carlton Primary School in Port Augusta has an enrolment of approximately 200 students in years R - 7. Over 50% of these students are Aboriginal and a large number of our Aboriginal students have been identified as having English as a second language. This year is the first year an E.S.L. teacher has been appointed to the school. I work in the school for one day a week as E.S.L teacher and the following report is from one of the targeted classes.
Education by Production
Authors: Laird Robert
Published: August 2016

Every curriculum area requires careful and particular thought when being taught to Aboriginal students: it is teaching one cultural context to another culture which is not familiar with it. This paper will deal with a remote Aboriginal community, as familiarity with the mainstream culture is less and the disparity between the cultures is greater. The specific programme will apply to a combined year five and six. The curriculum area to be examined will be science as it has been comparatively neglected in the past (Palmer 1990;34). It must be made explicit that the following is ‘western’ science and that it is no better or worse a system of looking at the world than any other - just a different one.
Differences Between Bilingual Education and Two-Way Schooling
Authors: Harris Stephen
Published: August 2016

Over the past months quite a few people have asked me what the differences are between bilingual education and two-way schooling. I will try to contrast the two models in this paper, partly because it's worth doing anyway and partly because it might be one way to reveal some differences between genuine two-way schooling and pseudo two-way schooling. Of course this is just one white person's view, and involves extrapolations from the types of things that actually are happening in, say, a half dozen schools, to what may happen as a result of a wider shift to Aboriginal control of school philosophy and curriculum.
The Sometimes Forgotten Needs of the Aboriginal and Torres Strait Island Children
Authors: Smith Tania
Published: August 2016

Recently, I have had the opportunity to visit an Aboriginal and Torres Strait Islander preschool/kindergarten as part of a course I did called “Children with special needs.”
Urban Aboriginal Student Underachieving, Unrecognised Potential
Authors: Gibson Stephen
Published: August 2016

This paper attempts to explore current issues in Aboriginal education within the urban sector of Australian society. Identifying specifically both the current positive and negative trends within the urban Aboriginal education scene.
Aboriginal Students and Mathematics: Aims of the Study of Mathematics.
Authors: Bishop A.G.
Published: August 2016

In 1954 the Australian Council for Educational Research convened a conference of curriculum officers from the various State Education Departments to consider, among other things, a desirable course of study in mathematics for Australian primary schools. The report of the conference lists the following as the expected outcomes of a desirable mathematics course:
Pre-School Education: An Aboriginal Teacher's Perspective#
Authors: Chambers D
Published: August 2016

I'd like to share with you today some of the experiences I've had over the years I've been involved in pre-school education. But before I get down to some of my personal experiences, I'd like to talk aboutpre-school education in general.
Gender Issues for Aboriginal and Torres Strait Islander Girls—Exploring Issues for Aboriginal and Torres Strait Island Boys
Authors: Herbert Jeannie
Published: August 2016

This Workshop paper was presented at the Ministerial Council on Employment, Education, Training and Youth Affair s (MCEETYA) Gender Equity Taskforce Promoting Gender Equity Conference 22-24 February 1995 held in Canberra and attended by advisers to various State/Territory governments, academics and some school-based educators, on gender issues.
Preparing Beginning Teachers The Postgraduate Diploma in Education at The University of Queensland
Authors: Cox Bernard
Published: August 2016

The Wiltshire Committee's Review of the Queensland School Curriculum produced some surprises. One of these was for teacher educators. The Committee had not originally intended to investigate the preparation of teachers, yet several recommendations were made. The Wiltshire group say that practising teachers made so many adverse references to the quality of their preservice training that comment and recommendation were justified. The committee's recommendations are interesting in that they focus quite heavily on the links that might exist between teacher preparation on campus and teacher preparation in schools.
Social Justice Directions in the Aboriginal Independent Schools (WA)
Authors: Bucknall John
Published: August 2016

Earlier this year I was approached to speak to a gathering of Principals and other senior education officers from the WA Department of Education attending a Kimberley School Management Team Conference held at Derby during August, 1994. The topic is one of major concem to education providers in the north west and is certainly central to the legitimisation of the Aboriginal Independent Schools as well as their day-to-day operations. Assuming a wider audience I have therefore prepared the following paper in an attempt to consolidate as well as expand upon the points I made while addressing this meeting. In an attempt to maintain a sense of immediacy I have also retained the first person approach to its delivery.
Personal Characteristics of Effective Teachers of Adolescent Aborigines
Authors: Fanshawe John P.
Published: August 2016

In an article based largely on overseas research into teacher effectiveness (e.g., Ryans, 1960; Kleinfeld, 1972) and Australian discussions of the non-Aboriginal teacher’s role in educating Aboriginal students (e.g., Hart, 1974), Fanshawe (1976) argues that the personal characteristics of effective teachers of adolescent Aborigines are likely to include:

• being warm and supportive;

• making realistic demands of students;

• acting in a responsible, businesslike and systematic manner;

• and being stimulating, imaginative and original.
Aboriginal Studies at Year 12 in South Australia and Northern Territory
Authors: Pring Adele
Published: August 2016

Aboriginal Studies is now being taught at Year 12 level in South Australian schools as an externally moderated, school assessed subject, accredited by the Senior Secondary Assessment Board of South Australia.

It is a course in which students learn from Aboriginal people through their literature, their arts, their many organizations and from visiting Aboriginal communities. Current issues about Aborigines in the media form another component of the study.
Placing Torres Strait Islanders on a Sociolinguistic and Literate Continuum: A Critical Commentary
Authors: Nakata Martin
Published: August 2016

Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”
What Should Schools do About Aboriginal Language Maintenance?
Authors: Frawley Jack
Published: August 2016

In addressing this question, I will briefly outline the existing types of language maintenance program models, and what schools can do about Aboriginal language maintenance in the Aboriginal community school context. I have suggested a number of guiding principles for Aboriginal schools which are not intended to be prescriptive, but rather to establish a basis for dialogue and discussion from which language maintenance programs could be developed.
Yellow Brick Roads in Aboriginal Education
Authors: Folds Ralph
Published: August 2016

The idea of two-way education has great appeal because it holds out the promise that schools can achieve something that historically they have found extremely difficult; encompassing Aboriginal cultural maintenance while providing needed white knowledge. However, it will be argued here that while two-way theories are part of the current widely adopted rhetoric of educational change they are not practical curriculum alternatives for Aboriginalising Central Australian schools because they do not make sense in terms of real interaction between the cultures. For this reason, attractive as these two-way theories are, they are also hazardous. Their danger lies both in that they build up expectations for outcomes of Aboriginal schools and they associate these outcomes with Aboriginalisation, a process which will not be assisted by unworkable theories.
The Uniqueness of the Centre for Aboriginal Studies in Music
Authors: Yengi Ben L.
Published: August 2016

The University of Adelaide has taken a unique step in Aboriginal relations by establishing a Centre for Aboriginal Studies in Music (C.A.S.M.) in Which Tribal Elders have been given the status of visiting lecturers. (Uni. of Adelaide, 1975) A Committee, headed by the Deputy Vice Chancellor, in 1976 summarised the results of their discussions on the position of the C.A.S.M. program in the University of Adelaide as follows:
Developing Dialogue between Teaching-Team Members in Bilingual/Bicultural Classrooms
Authors: Moeckel M.J.
Published: August 2016

A Bilingual Early Childhood Conference held in the Northern Territory at Batchelor Education Village in August 1980, provided the content and emphasis of this paper. In attendance at the conference were Aboriginal and non-Aboriginal members of teaching teams from bilingual schools of Central Australia and the Top End of the Northern Territory.

The conference aimed at providing an opportunity for dialogue to occur between team members, to assist them in further understanding the importance of two-way communication, and to raise their conscious level of thinking towards understanding the roles each should play within a bilingual classroom setting.

The team-teaching approach demands co-operation and a close working relationship between both team members. Aboriginal and non-Aboriginal teachers plan together for each day of teaching and share class materials and ideas. Each teacher must be willing to be a leader at times and a follower at other times, and there must be constant discussion about the aims of their programs and their subsequent implementation. Groups of children normally rotate between the members of the team for different lessons, which are presented in the mother tongue language of the teacher in ‘face to face’ contact with the children.
Survival, Expectations, and Under-achievement: Some Outcomes in a Special Aboriginal School
Authors: Misich T.
Published: August 2016

As the classification implies, Special Aboriginal Schools necessitate special skills, methodology, philosophy, curricula and above all, special personnel. Unfortunately, for a number of reasons not all of the personnel who have trained for these positions take up appointments in these schools. Quite often it is the ordinary classroom teacher or principal who must review his or her own makeup, and adjust to the new set of circumstances and special needs which they face.

Personal adjustments to the new environment and the planning of educational goals and programs require time. No two situations are exactly alike and no single formula can guarantee success. It is up to the individual to search and to determine, largely through trial and error, a recipe for success.

The degree and meaning of success is inherent in the quality of goals set, rather than the quantity of output. If the incumbents in Special Aboriginal Schools expect high levels of success, they can achieve high levels of success. If they choose only to serve their time, success will not be an outcome. It is the expectations held by the school staff, not what is expected of the school staff, which will promote success and equal educational opportunity. Expectation levels are believed to be critical for both personal survival and educational development within the school.
Why Not Try Positive Discrimination?
Authors: Goves-Jacka R.
Published: August 2016

Education systems are devised by the members of a society to perpetuate the values, customs and beliefs of that culture. Therefore, in a multicultural society, any child from a minority cultural group who is educated in the educational system of the majority cultural group as, for example, most Aboriginal students, must be at a disadvantage.

Despite the fact that unless they work in traditional or semi-traditional areas, large numbers of teachers will not perceive any cultural differences, Aboriginal students do feel different. They do perceive differing value patterns between their own and the wider ‘white’ society and at times they feel alienated and alone, swamped by a sea of white faces and white ideals.

Traditionally, teachers have felt that it was important to treat all students exactly the same: that any variation from this ideal would savour of injustice and that anathema to all good teachers – favouritism! Surely, the aim to provide equal opportunity for all implies equal treatment for all – or does it? What of the child who is disadvantaged before entering the classroom, simply because he belongs to a minority culture? How is it possible to erase the inequalities engendered by this situation so that in fact all students ave given equal opportunities? Why not try “Positive discrimination”?

“Positive discrimination” implies treating a student differently in order to assist that student in the acquisition of positive reinforcement regarding his sense of self worth, aims and achievements. This is a sensitive issue so teachers who are unsure of methods of approach or who feel uncomfortable with the idea should not attempt to use it. However, for the caring sensitive teacher who also has plenty of experience, the good news is that positive discrimination works! In order to make it work there are some salient points worth noting:
Using Literature in an Oral English Program
Authors: Allen Margaret
Published: August 2016

Part of my role as a member of a teaching team in the bilingual program at Barunga School (formerly Bamyili) has been to teach English in the early childhood section. These children come from homes where Kriol is the main language. In some cases a traditional Aboriginal language is used at times, mainly by older people.

Children have a fair exposure to English via television and videos, and also from contact with people in Katherine. At this age, however, the children have limited competency in English.
Teaching in Remote Aboriginal Communities: Practical Strategies
Authors: Heslop J.P.
Published: August 2016

To go into an isolated Aboriginal community as the only teacher requires very careful preparation and demands a unique type of individual. However, out of the challenge of the situation can develop warm and lasting friendships and the arrival at the position where the school is a key point in the community, playing a vital role in the growth of the locality and the individuals in it. The teacher must initiate the effort to develop sound relations and the best place to start is in the classroom.
Struggle for Truth : Aboriginal reviewers contest disabling prejudice in print.
Authors: Singh M.G.
Published: August 2016

The purpose of this paper is to examine the discourse of Aboriginal reviewers to discover what they regard as important ideas to be resisted and contested. By means of documentary analysis of their book reviews this paper brings into focus the language which legitimises action against Aborigines. It is argued that disabling prejudice in print serves broader social functions, particularly the justification for the status devaluation of Aboriginal Australians. However, there is room for optimism in the realisation that Aborigines are gaining the skill to engage in ideology critique, and the emergence of socially critical literature. Throughout this paper teachers and librarians will find criteria for selecting books for (rather than against) Aborigines, while the appendices list resources according to the recommendations of Aboriginal reviewers.