To Free the Spirit? Motivation and Engagement of Indigenous Students

2008 ◽  
Vol 37 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Geoff Munns ◽  
Andrew Martin ◽  
Rhonda Craven
Keyword(s):  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
South Wales ◽  
The Social ◽  
Motivation And Engagement ◽  
And Training ◽  
Consultative Group

AbstractThis article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and engagement for Indigenous students of all ages. The article reports on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students. What is of particular interest is the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classroom pedagogies. Important questions arise from an analysis of this interplay about what might “free the spirit” for these and other Indigenous students.

What Trainee Teachers and Teachers Should Know About Aboriginal Children.

1979 ◽  
Vol 7 (5) ◽  
pp. 29-32
Author(s):  
Keyword(s):  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
First Year ◽  
First Year Teachers ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
South Wales ◽  
Aboriginal Children ◽  
Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

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.

Victims, Perpetrators and Fatal Scenarios: A Research Note on Anti-homosexual Male Homicides

2002 ◽  
Vol 9 (3) ◽  
pp. 253-271 ◽  
Author(s):  
Stephen Tomsen
Keyword(s):  
Illicit Drugs ◽  
New South ◽  
New South Wales ◽  
Situational Factors ◽  
Social Characteristics ◽  
Male Victims ◽  
Criminal Trials ◽  
South Wales ◽  
Police Interviews ◽  
The Social

Anti-homosexual harassment and violence are often described as ‘hate’ crimes perpetrated by homophobic people who act on an extreme and irrational contempt for the sexual identity of victims, and killings are regarded as the most typical form of these incidents. But there is little detailed international research evidence about the victims, perpetrators and the social aspects of such fatal violent incidents. The author's ongoing study in New South Wales, Australia, has filled some of these gaps. It has drawn evidence from 74 homicides with male victims that occurred in New South Wales between 1980–2000. Information sources were press records, police interviews with suspects, Coroner's court files and documents from the criminal trials of accused perpetrators. Analysis of the social characteristics of victims and perpetrators and the fatal scenarios reflect the significance of situational factors (such as alcohol, illicit drugs and anonymous sexual cruising) as well as the ‘hate’ motive in this fatal violence. Some perpetrators have serious drug use or psychological problems, whereas most killers are young men and boys from socially disadvantaged backgrounds. The major scenarios of killing indicate that these crimes are linked to commonplace issues of male honour and masculine identity that are sharpened in the perpetrators’ situations by their marginal social status.

The Education of Aboriginal Children in New South Wales Public Schools Since 1788: Part 2

1978 ◽  
Vol 6 (5) ◽  
pp. 20-30 ◽  
Author(s):  
J.W. Harris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Service ◽  
Aboriginal People ◽  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
South Wales ◽  
Aboriginal Children

It is uncertain when the last exclusion of children from a public school, merely for having some Aboriginal ancestry, actually occurred. In 1937, the Commonwealth and States’ conference on Aboriginal matters recommended assimilation as a general policy rather than protection, particularly with regard to the detribalized, part-caste Aboriginal people. In 1938, the New South Wales Public Service Board in its report on the Aborigines Protection Board, recommended the policy of assimilation be implemented in schools. In 1940, the Aborigines Protection Act was amended. The Aborigines Protection Board was renamed the Aborigines Welfare Board and restructured to include Aboriginal members. The complete responsibility for the education of all Aboriginal children was transferred to the New South Wales Department of Education. Almost overnight, the policy of segregation was changed to assimilation.

Lively cities made in sound: A study of the sonic sensibilities of listening and hearing in Wollongong, New South Wales

Urban Studies ◽  
2019 ◽  
Vol 57 (10) ◽  
pp. 2131-2146
Author(s):  
Gordon Waitt ◽  
Ian Buchanan ◽  
Michelle Duffy
Keyword(s):  
New South ◽  
New South Wales ◽  
Urban Life ◽  
City Centre ◽  
Recent Analysis ◽  
Cultural Norms ◽  
Theoretical Approaches ◽  
South Wales ◽  
The Social ◽  
The City

This paper seeks to better understand the lively city with reference to recent analysis of sonic affects, bodily sensations and emotions. The notion of ‘hearing contacts’, as it is usually deployed in discussion of the lively city, emphasises the social interactions with other people in a rather narrow anthropocentric way. Yet, it overlooks the diversity of felt and affective dimensions of city sounds. This paper takes up this challenge by bringing Deleuze and Guattari’s notion of territory into conversation with Greimas’s semiotic square. In doing so, this paper offers a compelling theoretical framework to better understand the sonic sensibilities of listening and hearing to provide a clearer sense of how people decide to attach specific meanings to sound, and which ones they do not. The paper first reviews various theoretical approaches to sound and the city. Next, the paper turns to an ethnographic account of sound and city-centre urban life recently conducted in Wollongong, New South Wales, Australia. This research seeks to better understand the ways bodily dispositions to sonic affects, materials and cultural norms helped participants territorialise the city centre, distinguishing ‘energetic buzz’, ‘dead noise’, ‘dead quiet’ and ‘quiet calm’.

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