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.

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.

“The system of compulsory education is failing”

2018 ◽  
Vol 47 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Beth Marsden
Keyword(s):  
Indigenous People ◽  
Aboriginal People ◽  
Compulsory Education ◽  
The State ◽  
Aboriginal Education ◽  
Content Type ◽  
Aboriginal Students ◽  
Aboriginal History ◽  
Aboriginal Children ◽  
State Schools

Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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.

Lessons on ways to develop self-empowerment

2020 ◽  
Vol 35 (2) ◽  
pp. 61-84
Author(s):  
Bradley James Mays ◽  
Melissa Anne Brevetti
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Physical Disabilities ◽  
Traditional Students ◽  
Academic Community ◽  
Social Progress ◽  
Content Type ◽  
Non Traditional Students ◽  
Insight Into ◽  
Gaining Insight

Purpose Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment. Design/methodology/approach This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study. Findings This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings. Research limitations/implications A core limitation would be that this study takes places without regard for historical lived experiences. Social implications Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment Originality/value This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

Resource-sharing through an inter-institutional repository

2015 ◽  
Vol 33 (4) ◽  
pp. 730-748 ◽  
Author(s):  
A Abrizah ◽  
Mohd Hilmi ◽  
Norliya Ahmad Kassim
Keyword(s):  
Resource Sharing ◽  
Information Science ◽  
Research Output ◽  
Academic Community ◽  
Open Access Publishing ◽  
Institutional Repository ◽  
Teaching Resources ◽  
Content Type ◽  
Institutional Repositories ◽  
Digital Repositories

Purpose – The purpose of this paper is to be concerned with the motivations and resistance among an institutional repository (IR) stakeholder – the Library and Information Science (LIS) academicians – with respect to Green Road open access publishing in an inter-institutional repository. Design/methodology/approach – The answers were identified from 47 LIS faculty from three library schools in Malaysia who reported awareness of what an IR is and having had experience in contributing resources to digital repositories. Data were collected using survey and interviews. Findings – The results highlighted the LIS faculty on their motivation to share their intellectual profile, research and teaching resources in an inter-institutional repositories and why the reluctance in contributing. The study reveals that the major motivation to share resources for those practicing self-archiving is related to performance expectancy, social influence, visible and authoritative advantage, career benefit and quality work. The major resistance to share scholarly research output through self-archiving in institutional repositories for those practicing self-archiving is concern on plagiarism, time and effort, technical infrastructure, lack of self-efficacy and insularity. Practical implications – Knowing what conditions predict motivation and resistance to contribute to IRs would allow IR administrators to ensure greater and more effective participation in resource-sharing among LIS academic community. If this resistance is addressed aptly, IRs can be of real benefit to their teaching, scholarship, collaborations, and publishing and to the community that they serve. Originality/value – The first study that has explored the ways LIS academics respond to a situation where knowledge sharing in academe has now been made mandatory through an IR and what makes them resist to do so.

Mindfulness for teachers: notes toward a discursive cartography

2019 ◽  
Vol 48 (1) ◽  
pp. 91-108
Author(s):  
Remy Low
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Entry Point ◽  
Historical Research ◽  
Educational Researcher ◽  
Content Type ◽  
Discursive Formation ◽  
Heuristic Device

Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.

What's happening to international business?

2014 ◽  
Vol 10 (1/2) ◽  
pp. 51-64 ◽  
Author(s):  
Snejina Michailova ◽  
Janne Tienari
Keyword(s):  
International Business ◽  
Design Methodology ◽  
Structural Changes ◽  
Business Schools ◽  
Academic Discipline ◽  
Academic Community ◽  
Content Type ◽  
Disciplinary Identity ◽  
Management Scholar ◽  
Self Examination

Purpose – This paper aims to outline different views on international business (IB) as an academic discipline and looks into how IB scholars can cope with challenges to their disciplinary identity when stand-alone IB departments are merged with other departments such as management, marketing or strategy in business schools and universities. Design/methodology/approach – The article offers a critical reflection on the development and future of IB as a discipline. The two authors are an IB and a Management scholar, both of whom were engaged in recent departmental mergers at their respective business schools. While the authors do not analyze these particular mergers, their experiences are inevitably interwoven in the views they express. Findings – Mergers of stand-alone IB departments with other departments bring to light the nature of the IB discipline as a contested terrain. The article discusses how these structural changes challenge the disciplinary identity of IB scholars. It contributes, first, to discussions on the development of IB as a discipline and, second, to understanding identities and identification during major organizational change events in academia. Research limitations/implications – The authors suggest that the threat of marginalization of IB in the context of business schools and universities necessitates a move beyond the “big questions” debate to a critical self-examination and reflection on IB as a discipline and as a global scholarly community. Originality/value – The article offers a critical view on current processes and challenges related to IB as a discipline and an academic community.

Coping mechanisms of Philippine tourism and hospitality family businesses during the COVID-19 pandemic: a non-parametric approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Santiago ◽  
Fernando Martin Roxas ◽  
John Paolo Rivera ◽  
Eylla Laire Gutierrez
Keyword(s):  
Rural Areas ◽  
Family Firms ◽  
The Philippines ◽  
Academic Community ◽  
Family Businesses ◽  
Content Type ◽  
Family Enterprises ◽  
Tourism And Hospitality ◽  
The Impact ◽  
Non Parametric

PurposeFamily businesses (FB), mostly small-sized, dominate the tourism and hospitality industry (THI), especially in the rural areas. While many would have been used to the impact of demand seasonality, it is unknown how these businesses would have survived through the restrictions imposed to contain the coronavirus disease 2019 (COVID-19) pandemic as compared to non-family business (NFB) counterparts. This study aims to determine if there were differences on how family and non-family enterprises in the THI coped with government restrictions.Design/methodology/approachBy subjecting the survey data from tourism enterprises to non-parametric techniques, the authors establish empirical evidence on similarities and differences of coping strategies adopted by FBs and NFBs; their required support from government and their perceptions of a post-pandemic THI.FindingsThe analysis revealed that family-owned tourism and hospitality businesses in the Philippines tended to collaborate with other businesses to manage the impact of the pandemic restrictions. Since they hired more seasonal workers prior to the restrictions, they tended to avoid hiring workers during the restricted period. NFBs, on the other hand, that were generally larger in size and more professionally managed with more regular employees, tended to streamline operations for greater efficiency.Research limitations/implicationsThe study relied on survey results distributed and collected online. There is an innate bias against those firms that did not have access to the survey links.Practical implicationsThe comparative study suggests that interventions to assist firms in the THI should consider the differences in firm ownership as “one size does not fit all.”Social implicationsThe study provides evidence about how environmental factors impact the operations of family firms. Thus, it provides valuable insights for both the academic community and industry practitioners.Originality/valueThis is the first study in the Philippines that was able to capture response of family and non-family firms in the THI during the COVID-19 lockdown.

Commentary on “The experiences of older carers of people with learning disabilities: ‘I just carry on with it’”

2021 ◽  
Vol 26 (1) ◽  
pp. 58-62
Author(s):  
Jan Sunman
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Lived Experiences ◽  
Design Methodology ◽  
Policy And Practice ◽  
Content Type ◽  
The Voice

Purpose The purpose of this paper is to provide a commentary on the article by Rachel Forrester-Jones on the experiences of older carers of people with learning disabilities. Design/methodology/approach The commentary reflects on the themes identified in the original article, comparing its findings to the lived experiences of those taking part in older carers’ projects in Oxfordshire, England. Findings Similar broad themes were identified in both samples. Given these findings, the extent to which matters have changed, since the Valuing People work on older carers is considered. Originality/value The paper discusses policy and practice implications to improve the quality of life of older carers and their families and explores how the voice of older carers can be strengthened to enable them to shape practice and policy.

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