bluuebunny/crossref_metadata_2025 huggingface dataset:
Traditional Aboriginal Language Program
Authors: Heaven M.
Published: August 2016

The La Grange Aboriginal Language Program grew out of a strongly expressed need at our first school council meeting earlier this year [1985]. The Bidyadanga Community Aboriginal Council Chairman, Mr Jack Mulardy, and Vice-Chairman, Mr John Dodo, wanted an Aboriginal language program for some time, as they are very concerned that their people’s language will be forgotten.
Teacher Education Courses : Improving the educational opportunities of Aboriginal and Torres Strait Islander people
Authors: Watsford P.
Published: August 2016

A dramatic increase in the number of Aborigines and Torres Strait Islanders undertaking teacher education courses in Colleges of Advanced Education and Universities has occurred over the past ten years. In 1976 it was estimated that there were approximately 59 Aboriginal Teacher Education students throughout Australia (Anderson § Vevoorn, 1983:122). Today, in one institution alone - James Cook University - there are almost double this number. It is estimated that there were approximately 400 Aboriginal/Islander student teachers in 1985.
A Personal Philosophy Concerning Torres Strait Island Community Education
Authors: Bond M.
Published: August 2016

Bamaga stands on the tip of Cape York and adjacent to a number of Torres Strait Islands. Both Bamaga and the Islands are included in the one administrative region.

Parents of students on the Torres Strait Island communities are still confused as to what schools or education are providing for their children. Parents have been desperately hoping that education would improve their ways of living as they were led to believe. As it now stands, more and more parents are becoming disillusioned after receiving evidence of the inadequacy of the Western education system for their culture and beliefs.
Information Processing and Scholastic Achievement in Aboriginal Australian Children in South-East Queensland
Authors: Boulton-Lewis G.M. , Neill H. , Halford G.S.
Published: August 2016

Twenty high contact Queensland Aboriginal children of mean age six years were tested on two measures of capaciy to process information (cf. Case, et al., 1982 and Halford, 1984) and on two newly devised tasks to measure levels of thinking based on cultural knowledge. The results indicated that these children possess capacity to process information that is the same as Caucasian children of the same age. Because these children have underlying capacity to learn tasks to the same level as any other child the results have implications for schooling. It is intended that this initial trial testing will be followed up in a larger study.
Hedland College Gives a Practical Lesson
Authors: Crawshaw John , Hayward Eric
Published: August 2016

Is there a teacher in Australia who hasn’t, at some time or other, had a class who were bored and uninterested? While the students might find the lessons tedious, it’s certainly no fun for the teacher to be confronted with students who are listless, restless and convinced that what you have to say isn’t worth listening to.

In the Admission Studies course for Aborigines, the students were required to learn about meeting procedures. Very few of the students had ever been to a formal meeting and it is probably fair to say that they regarded the subject as dull, pointless and irrelevant. Eric Hayward was the Aboriginal lecturer who was trying to teach this subject in a formal manner. He wasn’t succeeding - both he and the students were frustrated and little progress was being made. As a consequence the lecturer gave a great deal of thought about how the teaching of meeting procedure might be made more relevant to the students. He wanted to provide the difficult terminology with practical meaning and set the learning in a real world context. While these goals were quite clear, it took some time to decide on the teaching methodology which should be employed. A method was needed which would make the lessons more interesting and relevant to the students. The method adopted had to ensure the students learnt about meetings and how they are formally conducted.
Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People : Some Thoughts
Authors: Eckermann A-K.
Published: August 2016

A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we develop and encapsulate a whole new range of over-generalisations which will serve to lock Aboriginal people into yet another cycle of disadvantage.

Education is essentially cultural transmission (Singleton, 1974:27). Indeed, as Singleton (1974) points out, culture itself is frequently defined in essentially educational terms as “the shared product of human learning”.
Bilingual Program - The Aurukun Experience Where from? Where to?
Authors: Kretschmann G.C.
Published: August 2016

The intention of this paper is to briefly explain the development of Bilingual programs in Australia, their application to the Aurukun situation, the problems encountered at Aurukun, and directions for 1988 and beyond.
The Development of Inservice and Induction Programs for Teachers of Aboriginal and Torres Strait Islander Students in Queensland Schools: an Historical Overview
Authors: McGarvie N.
Published: August 2016

The Aboriginal/Islander population of Queensland was calculated by the 1981 census to be greater than 44,000 (Department of Aboriginal Affairs, 1984, p.11). However, for a slightly later estimate, the Annual Report of the Queensland Department of Aboriginal and Islander Advancement records a figure of 60,000 (Department of Aboriginal and Islander Advancement, 1984, p.l). Both of these figures could be substantially correct given a possibility that some Aboriginal people may not identify themselves as such on census returns. Whatever the reason for the difference in the figures, a total of some 50,000 is most likely conservative for the present time. This figure converts to a percentage of slightly over 2% of the Queensland population being Aboriginal or Torres Strait Islander. Of the 50,000 Aboriginal/Islander population some 24% are Torres Strait Islanders (Department of Aboriginal Affairs, 1984, p.11).
Factors associated with increasing campylobacteriosis incidence in Michigan, 2004–2013
Authors: CHA W. , HENDERSON T. , COLLINS J. , MANNING S. D.
Published: August 2016

This study was conducted to examine the incidence trend of campylobacteriosis in Michigan over a 10-year period and to investigate risk factors and clinical outcomes associated with infection. Campylobacter case data from 2004 to 2013 was obtained from the Michigan Disease Surveillance System. We conducted statistical and spatial analyses to examine trends and identify factors linked to campylobacteriosis as well as ecological associations using animal density data from the National Agricultural Statistics Service. An increasing trend of Campylobacter incidence and hospitalization was observed, which was linked to specific age groups and rural residence. Cases reporting ruminant contact and well water as the primary drinking source had a higher risk of campylobacteriosis, while higher cattle density was associated with an increased risk at the county level. Additional studies are needed to identify age-specific risk factors and examine prevalence and transmission dynamics in ruminants and the environment to aid in the development of more effective preventive strategies.
Persistence of rubella and mumps antibodies, following changes in the recommended age for the second dose of MMR vaccine in Portugal
Authors: GONÇALVES G. , FRADE J. , NASCIMENTO M. S. J. , MESQUITA J. R. , NUNES C.
Published: August 2016

In Portugal, the recommended age for the second dose of MMR (MMR2) was changed from 10–13 years to 5–6 years for those born in 1994 and afterwards. This study aimed to assess if MMR schedule and time elapsed from the last dose are associated with the concentration of rubella and mumps IgG antibodies. Three Portuguese birth cohorts (convenience samples) were selected for this study (66, 59 and 41 participants born respectively in 1990–1993, 1994–1995 and 2001–2003). Geometric mean concentrations (GMC) for mumps IgG were respectively 36, 30 and 38 RU/ml (P = 0·236) and for rubella IgG were 18, 20 and 17 IU/ml (P = 0·641). For both specific antibodies, no differences were observed with time since MMR2. Receiving MMR2 at 5–6 or 10–13 years was not associated with concentration of both antibodies. The GMC of rubella IgG was lower in males (P = 0·029). Taking into account previous evidence and the logistics needed to change vaccination schedules, it seems reasonable that sustaining very high coverage with two doses of MMR is currently the most pragmatic way to control mumps and rubella rather than any changes to the schedule.
Novel method using 3-dimensional segmentation in spectral domain-optical coherence tomography imaging in the chick reveals defocus-induced regional and time-sensitive asymmetries in the choroidal thickness
Authors: NAVA DIANE R. , ANTONY BHAVNA , ZHANG LI , ABRÀMOFF MICHAEL D. , WILDSOET CHRISTINE F.
Published: August 2016

Studies into the mechanisms underlying the active emmetropization process by which neonatal refractive errors are corrected, have described rapid, compensatory changes in the thickness of the choroidal layer in response to imposed optical defocus. While high frequency A-scan ultrasonography, as traditionally used to characterize such changes, offers good resolution of central (on-axis) changes, evidence of local retinal control mechanisms make it imperative that more peripheral, off-axis changes also be tracked. In this study, we used in vivo high resolution spectral domain-optical coherence tomography (SD-OCT) imaging in combination with the Iowa Reference Algorithms for 3-dimensional segmentation, to more fully characterize these changes, both spatially and temporally, in young, 7-day old chicks (n = 15), which were fitted with monocular +15 D defocusing lenses to induce choroidal thickening. With these tools, we were also able to localize the retinal area centralis, which was used as a landmark along with the ocular pectin in standardizing the location of scans and aligning them for subsequent analyses of choroidal thickness (CT) changes across time and between eyes. Values were derived for each of four quadrants, centered on the area centralis, and global CT values were also derived for all eyes. Data were compared with on-axis changes measured using ultrasonography. There were significant on-axis choroidal thickening that was detected after just one day of lens wear (∼190 µm), and regional (quadrant-related) differences in choroidal responses were also found, as well as global thickness changes 1 day after treatment. The ratio of global to on-axis choroidal thicknesses, used as an index of regional variability in responses, was also found to change significantly, reflecting the significant central changes. In summary, we demonstrated in vivo high resolution SD-OCT imaging, used in combination with segmentation algorithms, to be a viable and informative approach for characterizing regional (spatial), time-sensitive changes in CT in small animals such as the chick.
Relationships with the School: Listening to the Voices of a Remote Aboriginal Community
Authors: Colman-Dimon Hilarry
Published: August 2016

Whites see us as crows, sitting in the nest with mouths
open, waiting for the mother and father crow to come along.
Those government fellas pretend to ask, but really tell us.
They've had their minds made up all the time (Yanni Lester,
cited by H. Penny, 1982).
Journeys Around the Medicine Wheel: A Story of Indigenous Research in a Western University
Authors: Walker Polly
Published: August 2016

These simple Cherokee words of greeting enfold an
American Indian reality and knowledge system based on the
interconnectedness of all things. American Indian
ontologies and epistemologies are quite different from most
Western paradigms. However, rather than being accepted and
respected as coevals within Western universities,
Indigenous paradigms, when acknowledged at all, is most
often considered as data that informs Western research
(Cajete, 2000). In this article, I explore some of the ways
in which Western Research paradigms suppress the sacred
aspects of Indigenous people's epistemologies. I then
describe the Medicine Wheel Paradigm upon which I based my
PhD research, which incorporates spiritual experience as
one of the four key elements of human experience.
The Relevance of the ‘Learning Styles Debate’ for Australian Indigenous Students in Mainstream Education
Authors: Stewart Jan
Published: August 2016

While there has been much debate (Christie
et al., 1987; Eckermann, 1988; Kleinfield
and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994;
Nicholls
et al., 1995) on the in-appropriateness of
applying culturally descriptive ‘learning styles’ in
meeting the educational needs of Indigenous students, the
reality of the existence of individual life experiences of
Indigenous Australians has often been overlooked. That
omission diminishes the dominant role which socio-cultural
considerations have taken in past colonising practices with
the effects of those practices often having become
transgenerational among individuals today. This paper
attempts to move on from that debate, questioning the
validity of a canon that could be accused of merely
perpetuating colonial paradigms and failing to acknowledge
the integrity of the individual. The importance of
determining and establishing effective communication is the
key in understanding, and catering for,
differing educational approaches, in the
past labelled teaching and learning ‘styles’. Consequently,
cultural awareness which is inclusive of the diversity of
Indigenous Australians is still necessary in opening and
maintaining that communication between educational
stakeholders in the school community.
Direction and Support for New non-Aboriginal Teachers in Remote Aboriginal Community Schools in the Northern Territory
Authors: Clarke Megan
Published: August 2016

The aim of this document is to provide some direction
and support to new non-Aboriginal teachers in remote
Aboriginal community schools in the Northern Territory. It
is intended to accompany the school-based induction, and
will hopefully lead to the development of more relevant
school-based documents. Many are not only new to Aboriginal
community life, but may be in their first position in a
classroom after graduating. I have found through my
experiences as a teacher in the same situation and then as
a mentor to new teachers, that the feeling of being totally
overwhelmed, followed closely by distress and panic, is
very common. These feelings may be acknowledged by other
staff, but are frequently not put into perspective,
identified and dealt with as a part of culture shock.
Some Language-related Observations for Teachers in Torres Strait and Cape York Peninsula Schools
Authors: Shnukal Anna
Published: August 2016

Newly-graduated non-Indigenous teachers who go to remote Torres Strait and Cape York Peninsula (CYP) schools may experience a range of difficulties. This paper makes some observations about one of them: the difficulty of teaching students whose first language is not English and for whom English may well be only one of several languages spoken. Moreover, none of these other languages belongs to the same Indo-European language family as English. The ramifications extend far beyond the intellectual recognition that language, normative modes of thinking and reasoning and social values are interwoven, mutually reinforcing and almost impossible to disentangle.
Equal Opportunity — Lip Service or Reality
Authors: Barlow Margaret
Published: August 2016

It would be reasonable to assume that today's business managers are aware of the ethical and legal obligations they have with regard to discrimination and harassment. Anyone acting in a management position should realise that organisation are ‘subject to increasingly frequent lawsuits by a growing variety of groups, ranging from employees to clients’ (Robbins, 1991:85). The wise manager will, therefore, utilise the competencies of qualified human resource and legal practitioners to constantly review procedures in areas vulnerable to litigation.
Communication and Learning in an Aboriginal School: The Influence of Conductive Hearing Loss
Authors: Lowell Anne , Budukulawuy  , Gurlmangu  , Maypllama  , Nyomba
Published: August 2016

Otitis media (middle ear infection) is one of the most common childhood diseases all over the world and is very prevalent in many indigenous populations including Australian Aborigines. When children have otitis media they often have a hearing loss that can range from slight to moderately severe. This hearing loss is often hard to identify and can come and go. The problem often starts in infancy and can continue for years; hearing returns to normal in some children but some have permanent hearing loss. Even a mild hearing loss in early childhood can seriously affect communication development and learning. This can make it very difficult for children to succeed in the classroom — even when they no longer have active otitis media or hearing loss.
A Critical Review: S. Harris (1990) Two-Way Schooling: Education and Cultural Survival
Authors: Willis Cecily
Published: August 2016

This paper reviews the research work of Dr Stephen Harris in his 1990 book entitled Two-Way Schooling: Education and Cultural Survival. It is not possible to review the book in its entirety in great detail, so an overall view will be taken and the following key questions will be answered:

• who is doing the talking?

• what kind of Indigenous subjects are being constructed?

• how is the construction ofworld view achieved?

• are there any alternatives?
Aboriginal Education – A Reality in the 1990s
Authors: Gardiner Anne
Published: August 2016

My topic today is Aboriginal education – a reality in the 1990s. To be more specific, I should say Tiwi education is a reality in the 1990s. For it is in the Tiwi context that education has taken a giant step forward. This is because firstly we are working together to Aboriginalise the school – or rather to localise the school. Secondly, I have been challenged to ‘let go’, to move away from the dominant role as Principal (i.e. non-Aboriginal, non-Tiwi Principal). This challenge came as late as May 31 1995 from our present Assistant Director of Catholic Education.
Group Leadership Towards Aboriginahsation or Localisation at Murrupurtiyanuwu
Authors: Puruntayemeri Teresita
Published: August 2016

Milimika commenced at Murrupurtiyanuwu when we realised that for a Tiwi person it is too difficult to stand alone in leadership. Thus as Principal-in-Training I came up with the idea of a Milimika group.
The Injinoo Home Language Program: A Positive Community Response to Marginalisation and Institutional Racism
Authors: Turner Christine
Published: August 2016

Teaching in and of itself is a difficult task fraught with obstacles to classroom success. For those who teach Aboriginal and Torres Strait Islander students these obstacles are compounded by a political atmosphere that colours every decision made within the school and indeed within education departments.

As classroom teachers it is easy to say that politics has nothing to do with teaching and pretend that it is not an issue. As convenient as this attitude may be, it is denying the facts. Indeed all teachers involved in Indigenous education must accept that their role is political. They must see that part of their task is to overcome years of institutional policy and attitude that have contributed significantly to poor educational performances for Indigenous students in Australia.
Another Country: Non-Aboriginal Tertiary Students' Perceptions of Aboriginal and Torres Strait Islander Peoples
Authors: Ryan Josephine
Published: August 2016

Even though Aboriginal people are from Australia it does not mean they speak the English language (non-Aboriginal tertiary student).

Jo Lampert's (1996) research discussed in her articleIndigenous Australian perspectives in teaching at the University of Queenslandspeaks volumes about the challenges of attempting to make university curricula inclusive of Indigenous Australian perspectives. She documents the often ambivalent attitudes of academics towards opening up the curriculum to Indigenous Australians. The research discussed here seeks to add to our understanding of this process, focussing this time on the response of students to the introduction of Australian Indigenous perspectives into a single unit within a Bachelor of Arts/Bachelor of Teaching program. The impetus to reflect on the process came with the shock of reading student papers, written at the end of the unit, and finding that effective communication about the educational needs of Aboriginal and Torres Strait Islander peoples did not seem to have taken place, making a closer analysis of the teaching/learning process imperative. This investigation will address questions abouthowuniversities can communicate effectively about Aboriginal and Torres Strait Islander peoples.
Indigenous Research Ethics: Policy, Protocol and Practice
Authors: Smith Arthur
Published: August 2016

There is growing interest and respect in the world regarding the knowledge and experience of Indigenous peoples. This is particularly so in industrialised ‘post-colonial’ societies such as Australia, which see themselves as committed to principles of equity and social justice.

There is a new political, economic and social context in which Aboriginal and Torres Strait Islander cultural knowledge is widely recognised and valued, even if not properly understood. In the search for a more precisely articulated national identity, Indigenous identity is claimed by many as integral to Australian identity. Coupled with this is a revised sense of coming to terms with the past, a recognition of what has been left out of histories taught from non-Indigenous perspectives. The cold war of invasion and resistance goes on but there are signs of an end in view.
Report on the Demographics and Language Groups of Thursday Island State High School Students at the State Esl (English as a Second Language) Conference, Brisbane, December 2001
Authors: David Mette Morrison
Published: August 2016

ABSTRACT
This report was originally delivered to the State
English as a Second Language Conference held in Brisbane in
December 2001. It was part of a team presentation made to a
plenary session by representatives from Torres Strait
(Terry McCarthy, Mette Morrison David, Judy Christian
Ketchell, Raba Jobi, Keith Fisher, Kay Ahmat and Susan
Shepherd). Its aim was to inform Queensland English as a
Second Language teachers about the language situation at
Thursday Island State High School shortly after the
appointment of an Education Advisor English Language
Acquisition. The report deals with the linguistic
background of the students, the teaching of languages other
than English and the urgent need for appropriate
professional development in English as a Second Language or
English as a Foreign Language insights and
methodologies.
A Bibliography of Torres Strait Education
Authors: Shnukal Anna
Published: August 2016

Abstract
This non-selective bibliography is limited to published
material and is part of the Bibliography of Torres Strait
to be found on the Aboriginal andTorres Strait Islander
Studies Unit’s website at
.
Torres Strait Islander authors are marked with an
asterisk.
The Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English
Authors: Zeegers Margaret , Muir Wayne , Lin Zheng
Published: August 2016

Abstract
This article describes Indigenous Australian languages
as having a history of pejoration dating from colonial
times, which has masked the richness and complexity of
mother tongues (and more recently developed kriols) of
large numbers of Indigenous Australians.The paper rejects
deficit theory representations of these languages as being
inferior to imported dialects of English and explains how
language issues embedded in teaching practices have served
to restrict Indigenous Australian access to cultural
capital most valued in modern socio-economic systems. We go
on to describe ways in which alternative perspectives where
acknowledgment of rich, complex and challenging features of
Indigenous Australian languages may be used by educators as
empowering resources for teacher education and teaching in
schools. Our paper stresses the urgency of establishing
frameworks for language success within which to develop
other successful learning outcomes of Indigenous
Australians.
the Tree of Life as a Research Methodology
Authors: Estrada Vivian M. Jiménez
Published: August 2016

Abstract This paper is grounded on the premise that research, as a colonising practice, needs constant reconceptualisation and rethinking. I propose a methodology based on some of the values, visions and stories from my own Maya Indigenous culture and knowledge in addition to other Indigenous cultures across the world. I argue that researchers need to constantly acknowledge and change the negative impacts of ignoring multiple ways of knowing by engaging in respectful methods of knowledge collection and production. This paper contributes to the work Indigenous scholars have done in the area of research methodologies and knowledge production. First, a general overview of the values and concepts embedded in the Ceibaor the “Tree of Life” is presented; then, a discussion of what respectful research practices entail follows; finally, it concludes with a reflection on how the Ceibais a small example of how researchers can adapt their research methodology to the local context.
the Seed is the Law
Authors: Antone Eileen M.
Published: August 2016

Abstract Since humanities arise from a specific place and from the people of that place, this article will focus on Peacemaker’s revolutionary teachings about the seed of law. Long before the people from across the ocean arrived here on Turtle Island (North America) there was much warfare happening. According to John Mohawk (2001, para. 1), an Iroquoian social historian, “[t]he people had been at war for so long that some were born knowing they had enemies [but] not knowing why they had enemies”. Peacemaker planted the seeds of peace which resulted in the Kayenla’kowa, the Great Law of Peace (n. d.), which is the basis of the Hotinosh^ni Confederacy. With the burial of the weapons of war under the Great Tree of Peace the Hotinosh^ni were able to develop their rituals and ceremonies to reflect their relationship with creation. This peaceful confederacy was disrupted shortly after the Europeans arrived with their violent imperialistic ways of life. The 1996 Royal Commission on Aboriginal People (RCAP) documented the situation of Aboriginal communities, which was the result of oppressive policies and programs of colonialism. The RCAP also captured the many different voices of the Aboriginal people in their struggle to revitalise their traditional teachings that will make them strong again.
Western Maps/Yanyuwa Meaning: an Interview with John Bradley
Authors: Devlin-Glass Frances , Bradley John
Published: August 2016

Abstract
In July 2003 an important one-volume text,
Forget about Flinders: A Yanyuwa atlas of the south
west gulf of Carpentaria(Yanyuwa Families, Bradley
& Cameron, 2003) produced in a limited edition of 14
copies, returned to Yanyuwa country and to the families who
collaborated with John Bradley and artist Nona Cameron on
the project. Subsequently, a second edition of 20 copies
has been released, mainly to institutions. It is the most
comprehensive attempt yet to restore Yanyuwa names to
country and to produce a multilayered, dynamic,
history-rich, and bilingual representation of how country
is known in this community, and how the central song cycle
texts intersect with Yanyuwa tradition. What follows is a
condensed and edited interview with Frances Devlin-Glass,
in which John Bradley discusses the motivations, the
hybridised methodologies employed, the innovations of this
new genre, and the pedagogical ends served by this latest
iteration of Yanyuwa song cycles.
Pursing Indigenous-Inclusive Curriculum in Social Work Tertiary Education: Feeling my Way as a Non-Indigenous Educator
Authors: Gair Susan
Published: August 2016

Abstract
The retention and completion rates of Indigenous
students undertaking tertiary studies continue to be
disappointing. The contribution of Eurocentric curricula to
such an outcome has been proposed in the Australian and
international literature. Remaining very conscious of my
status as a white, female, social work educator teaching at
a regional university, over the last six years I have
attempted to pursue the development of a more
Indigenous-inclusive curricula and thus contribute to
increasing Indigenous graduates from our degree programmes.
This article documents some of my actions to rectify gaps
in my own non-Indigenous knowledge base as a reflective
learner under Indigenous supervision within the academy and
in the community. Action to advance the development of
accurate, useful curriculum and teaching practices
respectful of Indigenous knowledges is recommended.
Performative Pedagogy and the Creation of Desire: The Indigenous Athlete/Role Model and Implications for Learning
Authors: Coram Stella
Published: August 2016

Abstract
The athlete role model has emerged as the new pastor
invested with the task of leading young people classed
“at-risk” from entering into self-destructive pathways. The
logic invested in the athlete role model is that young
people identify with their sporting heroes and in the
process try to emulate them. This holds for the major
sporting codes in Australia including the Australian
Football League (AFL), which supports the formation of role
model programmes based on the input of Indigenous athletes
to target Indigenous youth living in rural outposts.
Armstrong (1996) sees the push to emulate the deeds of
elite athletes in terms of a mythic function, the creation
of desire to be like the hero. This article explores the
theoretical implications for Indigenous learning grounded
in the athlete/hero as role model. It is proposed that the
athlete role model in the contemporary context of
capitalism can work to obscure the realities of competition
in sport and in the process promulgate false opportunity
through sport at the expense of education.
The Cultural Interface
Authors: Nakata Martin
Published: August 2016

Abstract For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.
Utilising the Concept of Pathway as a Framework for Indigenous Research
Authors: Fredericks Bronwyn
Published: August 2016

Abstract
Drawing on Gregory Cajete’s (1994, p. 55) explanation of
“Pathway” (Path denoting structure, Way implying a
process), a research framework was developed exploring
Aboriginal women’s perceptions and experiences of health
and health services. Developing the research methodology
was like laying out the Path, as a well thought out
structure or the plan for the research. It relates as an
external landscape, not just in terms of the Path itself,
but also the research process within the landscape of the
site of the research. The Way, being the process, involved
enabling a clear, thought out process for me to follow and
additionally one for me within my Self. The research was
informed and guided by Aboriginal women. I also travelled
an internal landscape in the journey of the Self, within my
own learning and coming to terms with myself as an
Indigenous researcher within the Pathway.
Indigenous Research: Three Researchers Reflect on their Experiences at the Interface
Authors: Minniecon Deanne , Franks Naomi , Heffernan Maree
Published: August 2016

Abstract
Utilising Nakata’s (2007) description of the “cultural
interface”, two Indigenous researchers and one
non-Indigenous researcher examine their development of
Indigenous research in and with Aboriginal and Torres
Strait Islander communities conducted from within an
institution of higher education. The authors reflect on
their experiences in developing an Indigenous research
project and use Indigenous standpoint theory as a device to
explore these experiences. The framing of priorities and
research questions, ethics processes, the treatment of
project information or data, the managing of competing
accountabilities, and the role of non-Indigenous
researchers in Indigenous research are all explored in
these reflections.
Indigenous Autoethnography: Formulating Our Knowledge, Our Way
Authors: Houston Jennifer
Published: August 2016

Abstract This paper seeks to engage the cultural interface where Indigenous knowledge meets western academia, by questioning the validity of traditional research methods. Firstly, it is a response to the challenges facing Indigenous people confronted with the ethical and methodological issues arising from academic research. Secondly, it is a journey into academia, where the researcher is all too often forced to remove the “self” from the “subject”; a difficult task for an Aboriginal person involved in research concerning Aboriginal people. Distancing oneself from research is even more difficult if the research is based closer to home, in one's own community. Therefore, a significant need exists for Indigenous people to conduct and present research in a manner respectful of Indigenous ways of understanding and reflective of the ways in which Indigenous peoples wish to be framed and understood. This need has fuelled the search for Indigenous methodologies, which challenge the imperial basis of Western knowledge and the images of the Indigenous “Other”. The search for appropriate methodologies is part of the process Linda Smith (1999) calls “decolonisation” . The Indigenous researcher - burdened with the challenge to perform academically rigorous research and the desire to practice this research respectfully - is often overwhelmed with internal conflict. Indigenous autoethnography represents one methodological option to such researchers. Indigenous autoethnography seeks to establish itself as a legitimate and respectful means of acquiring and formulating knowledge, by combining the tradition of storytelling, with the practice of academic research.
Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum
Authors: Williamson Jane , Dalal Priya
Published: August 2016

Abstract Attempts to Indigenise the curriculum run the risk of implying the application of an “impoverished” version of “Aboriginal pedagogy” and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between “Indigenous knowledge, standpoints or perspectives” and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators. This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its initial phases. This is followed by a discussion of current research that has been concerned to identify material that can support the renegotiations of curricula endorsed by Nakata’s work. The research findings indicate that it is possible to identify a number of pedagogical approaches that can assist that process. Such approaches recognise various levels of engagement beyond the “intellectual”; they insist on a consistent unsettling of Western authority; they acknowledge Indigenous positions/positioning; and require critical self-reflection.
Why is Life so Hard for Aboriginal Students in Urban Classrooms?
Authors: Malin Merridy
Published: August 2016

This paper is a report on a recent study of urban Aboriginal children at home and at school, in Adelaide. It will mostly describe the situation for just three of the students in one reception / Year one classroom, as they are representative of many Aboriginal students in the other classroom which was closely studied, and in classrooms whose teachers I interviewed, or who were observed by me. In other words, the situation that I am describing for Naomi, Jason and Terry is, I believe, similar to the situation for many young Aboriginal students in urban classrooms in South Australia. Naomi, Jason and Terry were three physically attractive, energetic, bright and curious five year olds. Outside the classroom they were articulate and confident but inside the classroom, by the end of the year, they were in the lowest academic group for their age, considered troublesome by their teacher, and were largely ostracised by their non-Aboriginal peers.
We Are Learning - Slowly
Authors: Bailey Peter
Published: August 2016

“The Minister directs that you take up duties at X school.” Ye gods and little fishes! What does a teacher new to a school like this do?

The school concerned in this paper is in a small, isolated, North Queensland town with a population of about 200. The racial mix is about 75% Aboriginal descent. The “best” jobs are mainly confined to the European sector, with the high profile occupations being held by itinerants, (teachers, nurses, and police). The local council is the main employer in the town, but there is still a high level of unemployment. Low socio-economic and educational standards and high alcohol consumption are prevalent throughout the community.
An Induction Program for New Appointees to Aboriginal Schools
Authors: Darvall Ken
Published: August 2016

The author was fortunate to be awarded a New South Wales Teaching Service Fellowship for 1990 to undertake an investigation of the professional development of teachers, including executive, in schools with significant Aboriginal enrolments. This fellowship was undertaken in South Australia over a four-week period in March and April this year.

Perhaps the highlight of this investigation was the emphasis placed on appropriate and adequate induction programs within the human resource management portfolio of the South Australian Department of Education.
Diwurruwurru: Towards a New Kind of Two-Way Classroom
Authors: Bradley John , Devlin-Glass Frances , Mackinlay Elizabeth
Published: August 2016

A project is currently underway at http://arts.deakin.edu.au which is innovative on a number of fronts. It has multiple beginnings: in the proactive, as culture dissemination work of a number of Yanyuwa and Garrwa women, who proclaimed in the white man’s world that they were ‘bosses themselves’ (Gale 1983) and who in various ways have sought to bring their culture to the attention of the wider world. This has been accomplished through a prize-winning (Atom Australian Teachers of Media awards in 1991) film, Buwarrala Akarriya: Journey East (1989), of are-enacted ritual foot-walk in 1988 from Borroloola to Manankurra 90 kilometres away. They also made a another prize winning film called Ka-wayawayarna: The Aeroplane Dance (1993) which won the Royal Anthropological Society of London award for the best ethnographic film in 1995. Since 1997 senior Yanyuwa women have been involved on a regular basis in sharing their knowledge of Yanyuwa performance practice with tertiary students in a subject called Women’s Music and Dance in Indigenous Australia which is offered as a course in anthropology through the Aboriginal and Torres Strait Islander Studies Unit, they have also lectured in core anthropology subjects in the faculty of Social and Behavourial Sciences Department of Anthropology and Sociology at the University of Queensland. They have also engaged actively in work as language preservers and teachers at the Borroloola Community Education Centre (hereafter BCEC) and in the Tennant Creek Language Centre program called Papulu Apparr-Kari.
Warmth, Demandingness, and What Else? A Reassessment of What It Takes to Be an Effective Teacher of Aboriginal and Torres Strait Island Children
Authors: Fanshawe John P.
Published: August 2016

This paper re-evaluates Fanshawe’s (1976) description of effective teachers of adolescent Aborigines in the light of more recent literature and research pertaining to the effective teaching of children from a variety of cultural backgrounds. While particular attention is paid to the two-dimensional warmth-demandingness model of teacher effectiveness which informed the work of Kleinfeld (1972, 1975) and Fanshawe (1976, 1978, 1989), consideration is also given to other teacher characteristics besides warmth and demandingness, as well as teaching strategies and learning environments which are likely to be associated with positive educational outcomes for Aboriginal and Torres Strait Island children. The discussion concludes with the identification of important possibilities for future cross-cultural research into teacher effectiveness.
Evaluation: Westcap MacIntosh Computer Reading Program
Authors: Scott Wayne J.
Published: August 2016

In early 1989 a proposal was submitted for the purchase of three Macintosh computers and software for the purpose of assisting lower streamed students in their reading difficulties. A condition of the purchase was that some form of evaluation would be implemented in order to gauge the worth of the program.

The computers were installed in the schools and a program of instruction was written for the commencement of Term IV, which ran for 10 weeks.
Indigenous Students and Mathematics: Teachers’ Perceptions of the Role of Teacher Aides
Authors: Warren Elizabeth , Cooper Tom J. , Baturo Annette
Published: August 2016

Abstract
This study examined teachers’ perceptions of the role of
teacher aides in mathematics classrooms in rural and remote
Indigenous communities. Twelve teachers from three schools
in rural and remote Queensland participated in the study.
The results from the first year of the project indicated
that there were differences in how these teachers worked
with their teacher aides, particularly the specific roles
assigned to them in the mathematics classroom, with
non-Indigenous teacher aides being given greater
responsibilities for student learning and Indigenous
teacher aides for behavioural management. As a result of
teacher aide in-service on mathematics learning, teachers’
perception of the Indigenous teacher aides changed,
resulting in each being given greater responsibility for
student learning.
An Aboriginal Viewpoint
Authors: Brown R.
Published: August 2016

The creation of the College of Aboriginal Education, within the Torrens College of Advanced Education, is to me, one of the most meaningful adventures undertaken within Aboriginal society ever. I would place its importance as equal to, if not above, the success of Senator Neville Bonner, the appointment of Charles Perkins, together with the creation and formation of the National Aboriginal Consultative Committee.

Almost every other program and plan within the framework of Aboriginality is dogged by the criterion of having a measure of success within the eyes of the mainstream of society, which has not and perhaps cannot understand the vein of Aboriginal thinking. This has prevented many good Aboriginal men from adding their two bits of expertise to a successful future within Aboriginality. The College has no prerequisite for entry into the College apart from a strong desire to attend the College for reasons important only to the person applying.
Report of Royal Commission into Aboriginal Affairs Western Australia July 1974: His Honour Judge L.C. Furness, Q.C., B.A., B.Ec., Commissioner
Authors: Furnell L. C.
Published: August 2016

In broad terms education is available to Aboriginal children in the same way as to non-Aboriginal children. That is to say that in most settled areas there are facilities for pre-school kindergartens, primary schools, secondary schools and of course, for the whole of Western Australia there are now 2 Universities, a Technical College, and 2 Teachers’ Training Colleges. Like all other amenities, however, they are more accessible to Aboriginal pupils in certain areas of the State than in others.
A Major School Problem
Authors: Ennis Carolyn G.
Published: August 2016

This skit was designed to emphasize the negative attitudes of teachers and parents toward students who are poor readers. Reading and discussion of the skit may help teachers become aware of alternative solutions that will eliminate the negative attitudes and will accentuate positive practices for reading improvement of students.

As a follow-up, teacher s are divided into groups to discuss one of the problems presented and to report to the total group suggestions for eliminating the problem discussed.
Reliability and Validity of PIRLS and TIMSS
Authors: Schult Johannes , Sparfeldt Jörn R.
Published: August 2016

Abstract. Academic achievements are often assessed in written exams and tests using selection-type (e.g., multiple-choice, MC) and supply-type (e.g., constructed-response, CR) item response formats. The present article examines how MC items and CR items differ with regard to reliability and criterion validity in two educational large-scale assessments with 4th-graders. The reading items of PIRLS 2006 were compiled into MC scales, CR scales, and mixed scales. Scale reliabilities were estimated according to item response theory (international PIRLS sample; n = 119,413). MC showed smaller standard errors than CR around the reading proficiency mean, whereas CR was more reliable for low and high proficiency levels. In the German sample (n = 7,581), there was no format-specific differential validity (criterion: German grades, r ≈ .5; Δr = 0.01). The mathematics items of TIMSS 2007 (n = 160,922) showed similar reliability patterns. MC validity was slightly larger than CR validity (criterion: mathematics grades; n = 5,111; r ≈ .5, Δr = −0.02). Effects of format-specific test extensions were very small in both studies. It seems that in PIRLS and TIMSS, reliability and validity do not depend substantially on response formats. Consequently, other response format characteristics (like the cost of development, administration, and scoring) should be considered when choosing between MC and CR.
An Initial Investigation of the Use of Comparative Referents to	Assess Social Anxiety
Authors: Seligman Laura D. , Swedish Erin F. , Rose Jason P. , Baker Jessica M.
Published: August 2016

Abstract. The current study examined the validity of two self-report measures of social anxiety constructed using social comparative referent points. It was hypothesized that these comparison measures would be both reliable and valid. Results indicated that two different comparative versions – one invoking injunctive norms and another invoking descriptive norms – showed good reliability, excellent internal consistency, and acceptable convergent and discriminant validity. The comparative measures also predicted positive functioning, some aspects of social quality of life, and social anxiety as measured by an independent self-report. These findings suggest that adding a comparative reference point to instructions on social anxiety measures may aid in the assessment of social anxiety.