The Establishment of Regional Aboriginal Committees on Education

1980 ◽  
Vol 8 (3) ◽  
pp. 19-21
Author(s):  
M.L. O’Brien
Keyword(s):  
Western Australia ◽  
Aboriginal People ◽  
Aboriginal Education ◽  
Academic World ◽  
Liaison Officer ◽  
Aboriginal Community ◽  
Grass Roots ◽  
European Settlement ◽  
Set Up ◽  
Policies And Programs

It is a significant fact that in 150 years of European settlement there is still only a handful of Aborigines working in the field of education in this state. This means that Aboriginal parents have very little say in the educational policies and programs affecting their children and they are concerned about this. Because of the fact that many Aboriginal people have had little contact with the school situation, (in fact up till comparatively recently, many, as children, were actually excluded from attendance at school) they regard it as an alien institution, representing an academic world to which they do not belong. Consequently many Aboriginal people are hesitant to approach the school under any pretext, even for the purpose of enrolling their children. They need a corporate voice, an avenue of approach by which they can make contact with educational authorities, to make known their needs and aspirations, at whatever level necessary, and to feel assured that action will be taken in response to these needs.With the object of providing a corporate voice for Aborigines in the educational scene in 1977 State Consultative Groups were set up in all states except Western Australia. Here in Western Australia, the need was seen by the Education Department to provide for organization at the grass roots level, and to plan for regional committees throughout the State. In September 1978, I was transferred from a classroom to the Aboriginal Education Branch as a community liaison officer, to instigate and facilitate the setting up of these committees, and to this date initial meetings have been held for this purpose in the following towns each serving a particular region: Bunbury, Kalgoorlie, Kellerberrin, Narrogin and Moora. At each meeting the keen response from the local Aboriginal community has indicated that this move to establish regional committees has their full approval and support. It is expected that by the end of 1980 a committee will have been established in each of the Education Department’s regions.

College of Aboriginal Education

1975 ◽  
Vol 3 (2) ◽  
pp. 3-10
Author(s):  
J.G. Ingram
Keyword(s):  
Aboriginal People ◽  
Aboriginal Education ◽  
Advanced Education ◽  
Tribal People ◽  
Positive Attitudes ◽  
Wide Range ◽  
Part Time ◽  
Set Up

The College of Aboriginal Education was set up in March 1973 within the Torrens College of Advanced Education, Adelaide, to provide an opportunity for adult Aboriginal people to continue their education in areas meaningful to them. It offers a highly individualized twelve month course which emphasizes the development of positive self concepts, an understanding of society and the development of positive attitudes to it, and the finding of satisfying employment.The students come from a wide range of backgrounds and include both tribal and non-tribal people. At present 45 students are enrolled. The staff includes both Aboriginals and Euro-Australians. The College makes use of a large number of part-time teachers, many of whom are Aboriginal, while other people, including both Aboriginals and non-Aboriginals expert in their own field, are brought in from time to time.

Aboriginal Education: The School at Strelley, Western Australia

1981 ◽  
Vol 51 (1) ◽  
pp. 139-144 ◽  
Author(s):  
Kenneth Liberman
Keyword(s):  
Western Australia ◽  
Cognitive Skills ◽  
Aboriginal People ◽  
Aboriginal Education ◽  
Australian Population

Education is suspect among traditionally oriented Aboriginal people because it has been used by the dominant Anglo-Australian population as a means for forced acculturation. Having had little control over schools in their communities, most Aboriginal people have failed to give them their enthusiastic support. Aboriginal leaders recognize, however,that Aboriginals need to develop literacy and cognitive skills to protect their culture from outside domination, and are now pushing for control of their schools. The Strelley School marks a progressive and successful Aboriginal effort to administer education on their own terms.

Chasing The Dream – Self-Determination on a Non-territorial Basis for the Noongar Traditional Owners in the South West of Australia

2020 ◽  
Vol 27 (1) ◽  
pp. 171-193
Author(s):  
Bertus De Villiers
Keyword(s):  
Western Australia ◽  
Aboriginal People ◽  
Self Determination ◽  
Best Interests ◽  
Conservation Areas ◽  
Aboriginal Community ◽  
Native Title ◽  
Land Claim ◽  
South West ◽  
The Government

Abstract Self-determination for Aboriginal people in Australia has been a long sought after yet difficult objective to reach. The recently concluded Noongar Settlement in the state of Western Australia opens new opportunities and could potentially set a new benchmark for non-territorial autonomy and self-government for an Aboriginal community. The Noongar Settlement exceeds the more traditional settlements of a native title claim since it provides elaborate institutions for self-government albeit by way of private bodies corporate. The bodies corporate for the Noongar people would enable them to make and administer decisions; offer services; undertake management of public conservation areas; and advocate for the best interests of their community. This privatised form of self-government may not only provide new impetus to other land claim processes in Australia, it may also address the often-heard demands from Aboriginal people for a treaty to be entered into between themselves and the government of Australia.

scholarly journals Equity in Access: A Mixed Methods Exploration of the National Disability Insurance Scheme Access Program for the Kimberley Region, Western Australia

2021 ◽  
Vol 18 (17) ◽  
pp. 8907
Author(s):  
Caitlyn S. White ◽  
Erica Spry ◽  
Emma Griffiths ◽  
Emma Carlin
Keyword(s):  
Western Australia ◽  
Program Implementation ◽  
Aboriginal People ◽  
Disability Insurance ◽  
Disability Services ◽  
Insurance Scheme ◽  
Future Directions ◽  
Aboriginal Community ◽  
Primary Disability ◽  
Access Program

This study explored the process and early outcomes of work undertaken by a program to increase Aboriginal people’s awareness of, and access to, the National Disability Insurance Scheme (NDIS). This ‘Access Program’ was implemented through the Aboriginal Community Controlled Sector in the remote Kimberley region of Western Australia. Access Program staff were interviewed to explore the strengths, challenges, and future directions of the program. The demographics, primary disability types, and NDIS access outcomes for clients who engaged with the program in the first 12 months of its implementation have been described. The Access Program engaged with 373 clients during the study period and assisted 118 of these to achieve access to the NDIS. The program was reported as successful by staff in its aim of connecting eligible people with the NDIS. Vital to this success was program implementation by the Aboriginal Community Controlled Sector. Staff in these organisations held community trust, provided culturally appropriate services, and utilised strengths-based approaches to overcome barriers that have historically hindered Aboriginal people’s engagement with disability services. Our results demonstrate the Access Program is a successful start in increasing awareness of, and access to, the NDIS for Aboriginal people in the Kimberley region. Much work remains to assist the large number of Aboriginal people in the Kimberley region believed to be eligible for NDIS support who are yet to achieve access.

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.

scholarly journals Strategic information for hospital service planning: a linked data study to inform an urban Aboriginal Health Liaison Officer program in Western Australia

2015 ◽  
Vol 39 (4) ◽  
pp. 429 ◽  
Author(s):  
Judith M. Katzenellenbogen ◽  
Laura J. Miller ◽  
Peter Somerford ◽  
Suzanne McEvoy ◽  
Dawn Bessarab
Keyword(s):  
Western Australia ◽  
Linked Data ◽  
Hospital Admissions ◽  
Aboriginal People ◽  
Aboriginal Health ◽  
Tertiary Hospital ◽  
Service Planning ◽  
Liaison Officer ◽  
The Impact

Objectives The aim of the present study was to provide descriptive planning data for a hospital-based Aboriginal Health Liaison Officer (AHLO) program, specifically quantifying episodes of care and outcomes within 28 days after discharge. Methods A follow-up study of Aboriginal in-patient hospital episodes was undertaken using person-based linked administrative data from four South Metropolitan hospitals in Perth, Western Australia (2006–11). Outcomes included 28-day deaths, emergency department (ED) presentations and in-patient re-admissions. Results There were 8041 eligible index admissions among 5113 individuals, with episode volumes increasing by 31% over the study period. Among patients 25 years and older, the highest ranking comorbidities included injury (47%), drug and alcohol disorders (41%), heart disease (40%), infection (40%), mental illness (31%) and diabetes (31%). Most events (96%) ended in a regular discharge. Within 28 days, 24% of events resulted in ED presentations and 20% resulted in hospital re-admissions. Emergency readmissions (13%) were twice as likely as booked re-admissions (7%). Stratified analyses showed poorer outcomes for older people, and for emergency and tertiary hospital admissions. Conclusions Future planning must address the greater service volumes anticipated. The high prevalence of comorbidities requires intensive case management to address case complexity. These data will inform the refinement of the AHLO program to improve in-patient experiences and outcomes. What is known about the topic? The health gap between Aboriginal and non-Aboriginal Australians is well documented. Aboriginal people have significantly higher hospital utilisation rates, as well as higher rates of complications, comorbidities and discharges against medical advice (DAMA). Aboriginal patients receive most of their specialist services in hospital; however, detailed person-based analyses are limited and planning is often based on crude data. What does this paper add? This is the first analysis of linked data focusing on Aboriginal patient flows and volume and 28-day health system outcomes following hospital admission for all causes in a large metropolitan setting. Because the data were linked, admissions belonging to a single episode of care were combined, ensuring that transfers were not counted as re-admissions. Linkage also allowed follow up across time. The results highlight the main disease groups for which Aboriginal patients are admitted, how this varies by age and the high proportion of patients returning to (any) hospital within 28 days, either through EDs or as booked (pre-arranged) admissions. These data aid in the planning of hospital-based Aboriginal health liaison services. What are the implications for practitioners? The paper outlines the complexity with which many Aboriginal patients present to hospital and the risk of DAMA and re-admission. Clinical and organisational strategies can be put in place in hospitals to address these risks and ensure improved continuity of care with community-based primary health services. The Western Australian South Metropolitan Health Service is reviewing these data and will monitor the impact of the hospital-based AHLO program.

The Aboriginal Liaison Officer in Western Australia: Views from Three Levels

1982 ◽  
Vol 10 (4) ◽  
pp. 26-35 ◽  
Keyword(s):  
Western Australia ◽  
Community Education ◽  
State Level ◽  
Aboriginal Education ◽  
Liaison Officer ◽  
Home Visitor ◽  
State Education ◽  
Eastern Australia ◽  
And Performance ◽  
Aboriginal Person

In Eastern Australia the respective State Education Departments are encouraging the liaison of Aboriginal parents with the schools. An Aboriginal person is usually employed to facilitate this important interaction and is employed under various titles – The Aboriginal Home Visitor, Home-School Coordinator, and Community Education Counsellor. The diversity of nomenclature is maintained in Western Australia, where the Aboriginal person entrusted with this demanding task is employed as an Aboriginal Liaison Officer.The following articles describe the duties and performance of the Aboriginal Liaison Officers from three levels. Colin Mounsey, Superintendent of Aboriginal Education in Western Australia, provides a state-level overview, relating the history and special requirements of the Aboriginal Liaison Officer. Neil MacNeill (Principal, Roebourne Primary School) and Gladys Walker (Aboriginal Liaison Officer, Roebourne) relate the operations of the Liaison Officer from a local and personal viewpoint. (C.N. MacNeill)

There was movement at the station: western education at Moola Bulla, 1910-1955

2019 ◽  
Vol 48 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Rhonda Povey ◽  
Michelle Trudgett
Keyword(s):  
Western Australia ◽  
Lived Experiences ◽  
Aboriginal People ◽  
Academic Community ◽  
Historical Research ◽  
Aboriginal Education ◽  
Content Type ◽  
Western Education ◽  
Strength Based ◽  
Native Cattle

Purpose The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency. Design/methodology/approach The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research. Findings Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives. Social implications This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future. Originality/value This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.

The Space of Difference in Law: Inquests into Aboriginal Deaths in Custody

Somatechnics ◽  
2011 ◽  
Vol 1 (1) ◽  
pp. 87-123 ◽  
Author(s):  
Sherene H. Razack
Keyword(s):  
Aboriginal People ◽  
The Body ◽  
Police Brutality ◽  
Canadian Society ◽  
Aboriginal Community ◽  
Police Custody ◽  
Homo Sacer ◽  
Clear Sign ◽  
A Site ◽  
Deaths In Custody

Paul Alphonse, a 67 year-old Aboriginal died in hospital while in police custody. A significant contributing factor to his death was that he was stomped on so hard that there was a boot print on his chest and several ribs were broken. His family alleged police brutality. The inquest into the death of Paul Alphonse offers an opportunity to explore the contemporary relationship between Aboriginal people and Canadian society and, significantly, how law operates as a site for managing that relationship. I suggest that we consider the boot print on Alphonse's chest and its significance at the inquest in these two different ways. First, although it cannot be traced to the boot of the arresting officer, we can examine the boot print as an event around which swirls Aboriginal/police relations in Williams Lake, both the specific relation between the arresting officer and Alphonse, and the wider relations between the Aboriginal community and the police. Second, the response to the boot print at the inquest sheds light on how law is a site for obscuring the violence in Aboriginal people's lives. A boot print on the chest of an Aboriginal man, a clear sign of violence, comes to mean little because Aboriginal bodies are considered violable – both prone to violence, and bodies that can be violated with impunity. Law, in this instance in the form of an inquest, stages Aboriginal abjection, installing Aboriginal bodies as too damaged to be helped and, simultaneously to harm. In this sense, the Aboriginal body is homo sacer, the body that maybe killed but not murdered. I propose that the construction of the Aboriginal body as inherently violable is required in order for settlers to become owners of the land.

Empowerment is the Basis for Improving Education and Employment Outcomes for Aboriginal People in Remote Australia

2018 ◽  
Vol 48 (2) ◽  
pp. 153-161
Author(s):  
Byron Wilson ◽  
Tammy Abbott ◽  
Stephen J. Quinn ◽  
John Guenther ◽  
Eva McRae-Williams ◽  
...  
Keyword(s):  
Structural Equation ◽  
Aboriginal People ◽  
Positive Impact ◽  
Remote Communities ◽  
Aboriginal Communities ◽  
Aboriginal Community ◽  
Equation Modelling ◽  
Shared Space ◽  
English Literacy ◽  
Education And Employment

In Australia, Aboriginal and Torres Strait Islander people score poorly on national mainstream indicators of wellbeing, with the lowest outcomes recorded in remote communities. As part of a ‘shared space’ collaboration between remote Aboriginal communities, government and scientists, the holistic Interplay Wellbeing Framework and accompanying survey were designed bringing together Aboriginal priorities of culture, empowerment and community with government priorities of education, employment and health. Quantitative survey data were collected from a cohort of 841 Aboriginal people aged 15–34 years, from four different Aboriginal communities. Aboriginal community researchers designed and administered the survey. Structural equation modelling was used to identify the strongest interrelating pathways within the framework. Optimal pathways from education to employment were explored with the concept of empowerment playing a key role. Here, education was defined by self-reported English literacy and numeracy and empowerment was defined as identity, self-efficacy and resilience. Empowerment had a strong positive impact on education (β = 0.38, p < .001) and strong correlation with employment (β = 0.19, p < .001). Education has a strong direct effect on employment (β = 0.40, p < .001). This suggests that education and employment strategies that foster and build on a sense of empowerment are mostly likely to succeed, providing guidance for policy and programs.

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