Why is the use of inappropriate medicines so high in Aboriginal Australians?

Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed for emerging themes. The findings demonstrate a diverse Indigenous student population in terms of age; comprised personal, professional and university networks; institutional services and resources; and the students’ personal qualities and study practices. Factors perceived to obstruct retention included: a lack of support from some teaching staff, schools and faculties; financial insecurity; and often interrelated issues surrounding university workload, jobs, health, as well as family and community responsibilities. These findings are discussed in the light of relevant literature and recommendations.

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Rural Aboriginal high school students' views of their future tertiary education

The Australian Journal of Indigenous Education ◽

10.1017/jie.2020.32 ◽

2020 ◽

pp. 1-11

Author(s):

Jessica Howard ◽

Jacob Jeffery ◽

Lucie Walters ◽

Elsa Barton

Keyword(s):

High School ◽

High School Students ◽

Lived Experience ◽

Educational Outcomes ◽

Educational Aspirations ◽

Tertiary Education ◽

Structured Interviews ◽

School Students ◽

Aboriginal Australians ◽

Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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Hepatitis B surface antigen is not associated with chronic renal disease in Aboriginal Australians

The Medical Journal of Australia ◽

10.5694/j.1326-5377.1991.tb112905.x ◽

1991 ◽

Vol 154 (5) ◽

pp. 366-366 ◽

Cited By ~ 2

Author(s):

P G Van Buynder ◽

J D Mathews ◽

D J Pugsley

Keyword(s):

Hepatitis B ◽

Renal Disease ◽

Surface Antigen ◽

Chronic Renal Disease ◽

Hepatitis B Surface Antigen ◽

Aboriginal Australians

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A Pathway to Precision Medicine for Aboriginal Australians: A Study Protocol

Methods and Protocols ◽

10.3390/mps4020042 ◽

2021 ◽

Vol 4 (2) ◽

pp. 42

Author(s):

Yeu-Yao Cheng ◽

Jack Nunn ◽

John Skinner ◽

Boe Rambaldini ◽

Tiffany Boughtwood ◽

...

Keyword(s):

Precision Medicine ◽

Study Protocol ◽

Torres Strait Islander ◽

Genomic Data ◽

Phase Iii ◽

Community Members ◽

Aboriginal Australians ◽

Aboriginal Community ◽

Potential Use ◽

Fair Access

(1) Background: Genomic precision medicine (PM) utilises people’s genomic data to inform the delivery of preventive and therapeutic health care. PM has not been well-established for use with people of Aboriginal and Torres Strait Islander ancestry due to the paucity of genomic data from these communities. We report the development of a new protocol using co-design methods to enhance the potential use of PM for Aboriginal Australians. (2) Methods: This iterative qualitative study consists of five main phases. Phase-I will ensure appropriate governance of the project and establishment of a Project Advisory Committee. Following an initial consultation with the Aboriginal community, Phase-II will invite community members to participate in co-design workshops. In Phase-III, the Chief Investigators will participate in co-design workshops and document generated ideas. The notes shall be analysed thematically in Phase-IV with Aboriginal community representatives, and the summary will be disseminated to the communities. In Phase-V, we will evaluate the co-design process and adapt our protocol for the use in partnership with other communities. (3) Discussion: This study protocol represents a crucial first step to ensure that PM research is relevant and acceptable to Aboriginal Australians. Without fair access to PM, the gap in health outcome between Aboriginal and non-Aboriginal Australians will continue to widen.

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Self-reported health and older Aboriginal Australians – healing, balance, connection, and inner spirit are important learnings for all of us

International Psychogeriatrics ◽

10.1017/s1041610219002230 ◽

2020 ◽

Vol 32 (11) ◽

pp. 1267-1270

Author(s):

Kate Smith ◽

Leon Flicker

Keyword(s):

Aboriginal Australians ◽

Reported Health

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Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director

Australasian Journal of Early Childhood ◽

10.1177/1836939121997990 ◽

2021 ◽

pp. 183693912199799

Author(s):

Kay Whitehead ◽

Belinda MacGill ◽

Sam Schulz

Keyword(s):

Twentieth Century ◽

Human Rights ◽

Early Childhood ◽

South Australia ◽

Political Activism ◽

Aboriginal Australians ◽

Domestic Servant ◽

White Institutions ◽

Regional Director ◽

Childhood And Youth

To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.

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