Report: The Armidale Aboriginal Education, Health and Welfare Conference, 1978

1979 ◽  
Vol 7 (2) ◽  
pp. 12-14
Author(s):  
T.E. Cook
Keyword(s):  
Decision Making ◽  
New England ◽  
Aboriginal Health ◽  
Aboriginal Education ◽  
Community Members ◽  
Aboriginal Community ◽  
North West ◽  
Education Committee ◽  
South Wales ◽  
Welfare Workers

The Armidale Aboriginal Education, Health and Welfare Conference, 1978, was held at Mary White College, University of New England, from Thursday, 30th November to Saturday, 2nd December, 1978. The conference was convened by Margaret Wells and Jane Purkiss, with the assistance of Ross Bell from Duval High School, Armidale. The conference was granted in-service status by the New South Wales Department of Education, and teachers attended from schools within North West Region. Academics and teachers, health and welfare workers attended and a large representation came from the Aboriginal community of Armidale.The conference, which was funded jointly by the Department of Aboriginal Affairs and the Armidale College of Advanced Education, dealt with : Aboriginal Teaching Assistants’ courses; Aboriginal housing; participation in decision making by Aboriginal communities; use of Aboriginal personnel; support for Aboriginal Health Centres; and District Aboriginal Education Committees. Workshops were also held on various aspects of Aboriginal education, health and welfare.Key speakers at the conference included Professor Colin Tatz, Professor of Politics, University of New England, who discussed various aspects of race relations and their relevance to the classroom, and Stephen Albert, Chairman of the National Aboriginal Education Committee, who outlined guidelines which have been formulated by the Committee on Aboriginal education, and have been distributed for comment. They recommend that Aboriginal community members be included in decision making in areas concerning Aboriginal education. The Committee also recommends that local Aboriginal Education Committees, all Aboriginal in membership, be established for advisory and consultative purposes. Local District Aboriginal Education Committees would also have an advisory function for the National Aboriginal Education Committee.

The reach and flow of health information in two Aboriginal communities: a social network analysis

2017 ◽  
Vol 23 (2) ◽  
pp. 189 ◽  
Author(s):  
Scott Winch ◽  
Nageen Ahmed ◽  
Christopher Rissel ◽  
Michelle Maxwell ◽  
Joanna Coutts ◽  
...  
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Health Information ◽  
Community Members ◽  
Future Health ◽  
Aboriginal Communities ◽  
Aboriginal Community ◽  
Family Networks ◽  
South Wales

The aim of the present paper was to explore how social networks enable dissemination of health information within two Aboriginal communities in New South Wales. The study design was modelled on a social network analysis socio-centric model. Data collection was conducted primarily by Aboriginal community members who were trained as community researchers. Participants reported on their patterns of interaction and who they provided or received health information from, and awareness of the Aboriginal Enhancement of the Get Healthy Information and Coaching Service. In total, 122 participants across two sites participated in the study. Aboriginal Community Controlled Health Services (ACCHSs) and Aboriginal Community Controlled Health Organisations (ACCHOs) were cited as the main provider of health information in both sites. Between-ness, degree and closeness centrality showed that certain community members, ACCHS and ACCHO within the two communities in the present study were considerable enablers [actors] in enhancing the reach and flow of health information to their respective Aboriginal community. There is potential for future health-promotion activities to be increasingly targeted and effective in terms of reach and influence, if guided by local Aboriginal organisations and by key Aboriginal community members within and across family networks and communities.

scholarly journals Dissecting the drivers of rural demographic decline: the case of the New England & North West region of New South Wales

2021 ◽  
Vol 5 (2) ◽  
pp. 58-72
Author(s):  
Neil Argent
Keyword(s):  
New England ◽  
Indigenous Population ◽  
Population Change ◽  
New South ◽  
New South Wales ◽  
Ageing Process ◽  
Natural Phenomenon ◽  
North West ◽  
South Wales ◽  
Striking Contrast

Background   In the contemporary academic literature, rural population decline has generally been regarded as a long-running and almost natural phenomenon. Aims   This paper examines the complex temporal, spatial and cultural dynamics of the population of an inland, largely agriculturally-dependent rural region, the New South Wales New England & North West Statistical Division (SD), from the late 1990s to the 2016 Census. It investigates the key demographic processes that have driven the region’s spatially and temporally-uneven experiences of population change – including decline – over this tumultuous period, using these as portents of the regional population’s likely future trajectories. Data and methods   The analysis draws on Australian Bureau of Statistics Census data for the SD’s population as a whole, and for the non-Indigenous and Indigenous segments of the population. Results   The analysis identifies that a profound ageing process is underway across the entire region, is becoming more severe with the passing years, and leading to natural decrease for some Shires. However, the SD’s Indigenous population presents a striking contrast to the non-indigenous one, growing rapidly, increasing its share of the population and is a force for demographic rejuvenation. Conclusions   The analysis reveals that a profound ageing process is underway across the entire SD and is becoming more severe with the passing years. The SD’s Indigenous population presents a striking contrast to the non-Indigenous, growing rapidly, increasing its share of the population – particularly in the western-most LGAs – and is a force for demographic rejuvenation.

Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools

2011 ◽  
Vol 40 ◽  
pp. 23-29 ◽  
Author(s):  
Ingrid Harrington ◽  
Inga Brasche
Keyword(s):  
Teacher Training ◽  
New England ◽  
New South ◽  
New South Wales ◽  
Teaching Experience ◽  
Community Services ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
Success Stories ◽  
South Wales

A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.

Community engagement in youth justice program design

2020 ◽  
Vol 53 (3) ◽  
pp. 369-386
Author(s):  
Luke Butcher ◽  
Andrew Day ◽  
Garry Kidd ◽  
Debra Miles ◽  
Steven Stanton
Keyword(s):  
Rural Areas ◽  
Program Design ◽  
Qualitative Content Analysis ◽  
Ecological Validity ◽  
Structured Interviews ◽  
Youth Justice ◽  
Community Members ◽  
Aboriginal Community ◽  
South Wales ◽  
Justice Program

Aboriginal young people from rural areas in Australia are significantly over-represented in the youth justice system, and yet there is little evidence to indicate that current programs are having measurable success on rates of re-offending, suggesting alternative approaches are required. Drawing on new directions in human service policy that emphasise the importance of involving community in program design, this study reports the findings of a consultation with Aboriginal community members from one rural community to identify how the ecological validity of youth justice programs may be increased to be more responsive to local need. Eighteen Aboriginal community members from a town in Western New South Wales participated in semi-structured interviews, guided by a culturally informed research methodology. Qualitative content analysis was used to identify key themes that the community saw as important in program design, highlighting the need for consistent levels of support for local and community-driven solutions. Proposed conditions to enhance the ecological validity of programs are discussed.

Tasmanian Aboriginal Education Consultative Committee

1980 ◽  
Vol 8 (3) ◽  
pp. 15-18
Keyword(s):  
Aboriginal People ◽  
Educational Needs ◽  
Aboriginal Education ◽  
Consultative Committee ◽  
Education Department ◽  
Aboriginal Community ◽  
Education Committee ◽  
Northern Regions

The Tasmanian Aboriginal Education Consultative Committee (T.A.E.C.C.) was established in March 1979 as a result of prior consultation between the Tasmanian Education Department, the Tasmanian representative to the National Aboriginal Education Committee (N.A.E.C), Mrs Patsy Cameron and Aboriginal organisations throughout Tasmania and the islands.The Committee was elected by the Aboriginal community and consists of twelve Aboriginal people – three each from the northwest, southern and northern regions and one each from Flinders and Cape Barren Islands, and the Tasmanian representative to the N.A.E.C.It was formed in response to a need for increased Aboriginal involvement in the area of Aboriginal education in Tasmania.The committee’s function is to advise the Minister for Education and his department on the educational needs of Aboriginal people in Tasmania and to suggest appropriate ways of meeting these needs.It meets every three months.

Understanding lived experiences of Aboriginal people with type 2 diabetes living in remote Kimberley communities: diabetes, it don't come and go, it stays!

2019 ◽  
Vol 25 (5) ◽  
pp. 486 ◽  
Author(s):  
Sarah Straw ◽  
Erica Spry ◽  
Louie Yanawana ◽  
Vaughan Matsumoto ◽  
Denetta Cox ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Collaborative Research ◽  
Diabetes Management ◽  
Aboriginal People ◽  
Health Workers ◽  
Aboriginal Health ◽  
Community Members ◽  
Remote Communities ◽  
Aboriginal Community

This study aimed to explore the lived experiences of Kimberley Aboriginal people with type 2 diabetes managed by remote Aboriginal Community Controlled Health Services using phenomenological analysis. Semi-structured interviews formulated by Aboriginal Health Workers, researchers and other clinicians were used to obtain qualitative data from 13 adult Aboriginal patients with type 2 diabetes managed in two remote communities in the Kimberley. Together with expert opinion from local Aboriginal Health Workers and clinicians, the information was used to develop strategies to improve diabetes management. Of 915 regular adult patients in the two communities, 27% had type 2 diabetes; 83% with glycated haemoglobin A >10%. Key qualitative themes included: the need for culturally relevant education and pictorial resources; importance of continuous therapeutic relationships with healthcare staff; lifestyle management advice that takes into account local and cultural factors; and the involvement of Aboriginal community members and families in support roles. Recommendations to improve diabetes management in the remote communities have been made collaboratively with community input. This study provides a framework for culturally relevant recommendations to assist patients with diabetes, for collaborative research, and for communication among patients, Aboriginal Health Workers, community members, researchers and other clinicians. Interventions based on recommendations from this study will be the focus of further collaborative research.

Three new species of Gingidia (Apiaceae: Apioideae) from Australia and New Zealand segregated from G. montana

2013 ◽  
Vol 26 (3) ◽  
pp. 196
Author(s):  
Peter B. Heenan ◽  
Ian R. H. Telford ◽  
Jeremy J. Bruhl
Keyword(s):  
New Species ◽  
New Zealand ◽  
New England ◽  
New South ◽  
Conservation Assessment ◽  
North West ◽  
South Wales ◽  
Alpine Habitats ◽  
Three New Species ◽  
A New Species

Three new species of Gingidia (Apiaceae: Apioideae) segregated from the G. montana (J.R.Forst. & G.Forst.) J.W.Dawson complex are named, with G. montana now regarded as a New Zealand endemic. The new Australian endemic, G. rupicola I.Telford & J.J.Bruhl, is restricted to the eastern escarpment of the New England Tableland, New South Wales. With few populations and limited numbers of plants, the conservation assessment of G. rupicola is Endangered. G. haematitica Heenan is described as a new species from North-West Nelson, South Island, New Zealand, where it is restricted to base-rich substrates in the Burnett Range. Because of its restricted distribution and the continued mining for dolomite at the site of the largest population, G. haematitica is considered to have a conservation assessment of Nationally Critical. The second New Zealand endemic, G. amphistoma Heenan, is known from alpine habitats in the Southern Alps, South Island. Distributions of the three new species are mapped, habitats noted, and a table compares attributes of these species and G. montana.

Meet Billy Reid – Aboriginal Artist

1984 ◽  
Vol 12 (2) ◽  
pp. 3-5
Keyword(s):  
Early Life ◽  
New South ◽  
Aboriginal Health ◽  
North West ◽  
South Wales ◽  
The Family ◽  
Ear Infections ◽  
The Town ◽  
Professional Artist ◽  
Aboriginal Health Worker

Billy Reid, whose photograph appears on the front cover of this issue, is the illustrator for this journal, and its sister journal The Aboriginal Health Worker. Before becoming a professional artist, Billy had a varied experience of Aboriginal life which he can now draw upon in his work as illustrator. He was born in 1948 in the town of Warren in north-west New South Wales, thirteen miles off the Great Western Highway. Dad, known as Bill Reid, was a drover then. Billy remembers, as a child, driving along the outback roads with the horses and the stock. His mother, who died last year, used to drive the wagonette behind Dad, the twenty-odd horses and the cattle or sheep.Billy spent much of his early life moving between towns in outback Australia. As a child he lived for two years with his aunt at Coonamble while his parents kept working and on the move. Back and forth between Bourke, Coonamble, Brewarrina and Walgett gave him little chance to settle down to schooling. This meant Billy didn’t get going with his education till fairly late. Then, due to constant middle ear infections, which have left him partially deaf, he couldn’t hear his lessons. A good part of Billy’s childhood was spent at the Far West Home in Manly, Sydney. He left school at thirteen.Billy taught himself to draw whiling away time absent from school, on the Bourke Reserve. His artistic gift clearly runs in the family. Bill Reid Senior, who was later to become Pastor Reid, specialises in intaglio art: he carves emu eggs. As the shell is scraped away different colours are revealed, allowing beautiful pictures and textures to be formed about the shape of the egg.

Analysis of the Aboriginal Education Policy (New South Wales Department of School Education, 1996)

2000 ◽  
Vol 28 (2) ◽  
pp. 9-14 ◽  
Author(s):  
Jessica Hogan
Keyword(s):  
Education Policy ◽  
Community Involvement ◽  
New South ◽  
New South Wales ◽  
Holistic Approach ◽  
School Education ◽  
Aboriginal Education ◽  
Aboriginal Community ◽  
Aboriginal Students ◽  
South Wales

The Aboriginal Education Policy (AEP) (New South Wales Department of School Education [NSW DSE], 1996) attempts to create a holistic approach to Aboriginal education for all students. This is done through emphasis on Aboriginal community involvement and incorporating Aboriginal content and perspectives in all stages of schooling. The policy is based on principles which express Aboriginal students' entitlement to the opportunities and understandings which come from education (NSW DSE, 1996: 8). The assumptions and values of the NSW DSE are shown by the emphasis placed on particular aspects of Aboriginal education. The practical impUcations of this policy are that teachers need to become more aware of Indigenous issues, and develop empathy for the past and continuing effects of colonisation.

Systemic Bias in Education

1982 ◽  
Vol 10 (5) ◽  
pp. 20-28 ◽  
Author(s):  
A.K. Eckermann
Keyword(s):  
High School ◽  
Aboriginal Education ◽  
Bilingual Programs ◽  
Language Programs ◽  
North West ◽  
Aboriginal Students ◽  
The North ◽  
South Wales ◽  
Policy Statements ◽  
The 1960S

Since the early 1970s there have been many positive developments in the education of Aboriginal Australian children as well as education about Aboriginal society, past and present, for all children. We only have to look at such developments as Aboriginal Secondary Grants, Study Grants, home-school liaison, language programs, (e.g. Van Leer or the bilingual programs), family support/counselling (e.g. the Inala Family Project), Aboriginal Education Consultative groups at local, regional, state and national levels. The list of positive developments appears to be endless. Certainly teachers, schools and State Departments of Education have consulted with Aboriginal groups to develop policy statements about Aboriginal Education/Aboriginal Studies in schools. Money has been spent on employing (and sometimes training) Aboriginal teaching assistants; Aboriginal schools have received some support and in areas such as the Northern Territory and Northern Queensland, efforts are underway to decentralise education.In a very real sense giant steps appear to have been made in Aboriginal education over the past ten years or so. If we are really honest, however, the results of these giant steps remain comparatively disappointing. Thus, although we know that Aboriginal children stay at schools for longer now than they did during the 1960s, the proportion who actually complete senior high school at a satisfactory level is small. For example, in the North West Region of New South Wales, only 11 Aboriginal students were enrolled in Year 12 at the beginning of 1981. See Table 1 for further information.In that same year, 224 Aboriginal students entered high school throughout the region. If the 1981 patterns of enrolment for Year 12 persist, then only 5% of the 224 children who started high school will actually complete the program. These figures are not encouraging, particularly as non-Aboriginal students’ enrolment patterns indicate that 29% of those who begin high school actually make it to Year 12.

Sign in / Sign up

Export Citation Format

Share Document