Indigenous Kids and Schooling in the Northern Territory: An Introductory Overview and Brief History of Aboriginal Education in the Northern TerritoryPenny Lee, Lyn Fasoli, Lysbeth Ford, Peter Stephenson and Dennis McInerney Batchelor Press, Northern Territory, 2014, 236pp, ISBN 9781741312881

2015 ◽  
Vol 44 (2) ◽  
pp. 209-212
Author(s):  
C. Patricia Burke
2008 ◽  
Vol 37 (S1) ◽  
pp. 65-72
Author(s):  
Noah Riseman

Abstract Did you know that a Bathurst Islander captured the first Japanese prisoner of war on Australian soil? Or that a crucifix saved the life of a crashed American pilot in the Gulf of Carpentaria? These are excerpts from the rich array of oral histories of Aboriginal participation in World War II. This paper presents “highlights” from Yolngu oral histories of World War II in Arnhem Land, Northern Territory. Using these stories, the paper begins to explore some of the following questions: Why did Yolngu participate in the war effort? How did Yolngu see their role in relation to white Australia? In what ways did Yolngu contribute to the security of Australia? How integral was Yolngu assistance to defence of Australia? Although the answers to these questions are not finite, this paper aims to survey some of the Yolngu history of World War II.


2008 ◽  
Vol 30 (1) ◽  
pp. 137 ◽  
Author(s):  
Will Sanders ◽  
Sarah Holcombe

In light of some basic desert demography, this paper examines governance patterns for small desert settlements. It traces policy histories which led to the emergence of highly localised, single settlement governance arrangements during the 1970s and ’80s. It also identifies the many pushes since within the Northern Territory local government system for more regional, multi-settlement governance structures. The paper goes on to examine the history of one such regional, multi-settlement arrangement in central Australia, the Anmatjere Community Government Council established in 1993. The paper details our work with this Council over the last 4 years on ‘issues of importance or concern’ to them. The paper aims to learn from the ACGC experience in order to inform the more radical restructuring of Northern Territory local government currently underway towards larger multi-settlement regionalism. It concludes with four specific lessons, the most important of which is that regionalism must build on single settlement localism.


2016 ◽  
Vol 17 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Samantha Teixeira

A Geographic Information System (GIS) is a digital technology that integrates hardware and software to analyze, store, and map spatial data. GIS allows users to visualize (i.e., map) geographic aspects of data including locations or spatial concentrations of phenomena of interest. Though public health and other social work related fields have embraced the use of GIS technology in research, social work lags behind. Recent technological advancements in the field of GIS have transformed what was once prohibitively expensive, “experts only” desktop software into a viable method for researchers with little prior GIS knowledge. Further, humanist and participatory geographers have developed critical, non-quantitative GIS approaches that bring to light new opportunities relevant to social workers. These tools could have particular utility for qualitative social workers because they can help us better understand the environmental context in which our clients reside and give credence to their assessments of strengths, weaknesses, and opportunities for intervention. This article provides an introductory overview of the history of GIS in social work research and describes opportunities to use spatially informed approaches in qualitative social work research using a case study of a participatory photo mapping research study.


Author(s):  
Brian Still

This chapter serves as an introductory overview of Open Source Software (OSS) and the Open Source movement. It is geared primarily for technical communicators. To provide a thorough overview, this chapter defines OSS, explains how OSS works in comparison to proprietary software, looks at the history of OSS, and examines OSS licensing types, applications in business, and overall strengths and weaknesses when compared to proprietary software. Lastly, it evaluates the practical potential of OSS as well as emerging and future trends relating to it. From this general but thorough overview the intended audience of technical communicators will gain the solid understanding needed to work successfully in an academic or professional environment where OSS continues to grow in popularity, spurring more organizations to rely on it or the Open Source ideas that have inspired and continue to drive its creation and growth.


1983 ◽  
Vol 11 (3) ◽  
pp. 17-19
Author(s):  
D. Broadbent

The 1980 National Aboriginal Education Conference went on record as saying it saw that as an ‘area of concern’ history textbooks on Aborigines are racist.Australians’ economic history is racist in that standard economic texts do not discuss Aborigines at all, or mention them only peripherally.The economic history of Australia is usually written from one or two perspectives, both European. The first involves the flow of external capital, labour and entrepreneurship into what was essentially an empty land awaiting exploitation. This has led to emotive pictures of Australia’s economic development in terms of hardy pioneers driving sheep and cattle into remote parts, and hard-working men clearing land for crops, both groups subject to the usual environmental hazards of droughts, floods and natives.The second view has led to the picture of the country riding on the sheep’s back. In economic terms this meant that the profits earned by wool exports (and later gold) generated capital within the country for economic expansion. This is the Staple theory of economic growth. Neither viewpoint takes into account the Aboriginal people. Nor could they, because they are theories of Capitalism, and nineteenth century Capitalism did not have a human face. The profit motive was supreme. Aborigines were not seen as being at all useful to the process of economic growth once it had got under way.Up to a point, however, the Aborigine was useful. He could guide settlers and explorers across inhospitable landscapes and lead them to water. Having done this, he had outlived his usefulness and was hounded to the edges of the new economic landscape – to extinction in many places.


2007 ◽  
Vol 36 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Robyn Hewitson

AbstractThe history of remote school education in the Northern Territory can best be summarised as years of lost opportunities, pedagogies of discrimination, and diminished lives for those parents and children who trusted and responded to the government’s invitation to come to school. From late 2001 to 2005 historic educational change occurred in the remote Community Education Centre of Kalkaringi and Daguragu in the Northern Territory, the site for the delivery of the Northern Territory’s first Year 12 Indigenous graduates studying in their own community school. At the heart of the historic achievement was a radical change in thinking about education for Indigenous students. This paper discusses some of the policy parameters and educational circumstances that prevented significant change in the delivery model of education for the Community Education Centres in addition to a conceptualisation of how that school circumvented the policy parameters and instituted real change from the ground up. The paper examines, through a critical lens, the nature of the culture change that was crafted and built upon within Kalkaringi School and its communities, despite an initial and significant sense of powerlessness felt by families and to some extent the teachers and principal within the school. Through the development and embrace of a metaphor of possibility and hope - the challenge of climbing the educational mountain formed the foundation for a dedicated and committed enactment of an equitable educational entitlement for remote Indigenous students.


1994 ◽  
Vol 22 (2) ◽  
pp. 155-162 ◽  
Author(s):  
N. Barry

In many areas of government policy there is a big gap between theory and practice, that is, there is a difference between what ought to occur and what actually eventuates. This is unfortunately true for education as well. That education actually alienates the young from the old and from their traditional life-style may in some way be substantiated. In theory this should not happen. Before any discussion on the pros and cons of such a state of affairs, however, there is a need to define what education is, to define some of the approaches officially accepted in Aboriginal education and to differentiate between the needs of some of the more recognizable Aboriginal groups and their life-styles.


1990 ◽  
Vol 18 (5) ◽  
pp. 34-43
Author(s):  
W.P. Palmer

Science is one area within Aboriginal Education which appears to receive comparatively little attention.The author experienced this in practice when he was lecturing in science education to trainee teachers on the topic of teaching science to Aboriginal students in secondary schools. As a newcomer to the Northern Territory the author does not have direct personal experience in this area and so he decided to search the literature. No previous bibliography of this topic was found. Initially searching revealed very little, but slowly the collection of interesting articles has increased, and whilst it is realised that the selection included in this bibliography is far from complete, it is offered to the reader as a starting point.


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