Thesis (Ph.D.)--University of Adelaide, Dept. of Public Health, 2003. / "January 2003." Bibliography: 10.1-10.11 leaves.

Thesis (Ph.D)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 211-229).

Thesis (Ph.D.)--Murdoch University, 2009. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 260-272)

Thesis (M.Nurs.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Health Sciences. Includes bibliographical references (leaves 87-89)

Thesis (Ph.D.) - University of Queensland, 2003. / Includes bibliography.

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

This thesis is an interpretive case study, drawing upon feminist and Aboriginal perspectives, about working in an educational environment described as a border world comprised of overlapping cultures. It is a chronological account of the delivery of a university programme in a First Nations community. The study seeks to explore the reasons why Aboriginal women enter and successfully complete post-secondary study, and whether their roles in traditional Aboriginal culture facilitate this process. This first portion of the study involved semi-structured interviews with three female Aboriginal educators, focusing on the traditional roles of women within Cree culture, and the relationship of these traditional roles to their roles in contemporary Cree society. The second portion of the study involves a series of group and personal interviews with female Aboriginal learners involved in a community-based programme in a Northern Cree community. The interviews, which encompassed a three-year period, sought to provide a chronological account of the learners' experiences in the programme. In addition, interviews were conducted with faculty members teaching within the programme. The interviews provided the data for an operation model entitled Community-Controlled Education that suggests criteria for the delivery of an inclusive learning experience for Aboriginal learners.

No description available.

Dramatic growth in Canada’s urban Aboriginal population has led to high rates of Aboriginal mobility. Despite much quantitative data, very little is known about the mobility experiences of Aboriginal peoples or its impacts. Furthermore, while mobility may present barriers for shaping social connections important to individual health, research in this area is minimal, especially among Aboriginal youth. Using community-­‐based participatory research (CBPR) the purpose of this thesis is to examine how mobility shapes the social networks and health of Aboriginal youth in the city of Winnipeg, Manitoba. While highlighting the use and valuableness of CBPR methods, the research demonstrates that mobility impacts both the development and maintenance of social relationships among Aboriginal youth as well as influences the types and qualities of these relationships. Additionally, mobility indirectly shapes health through its effect on social support, which was shown to impact health positively and negatively through direct and indirect pathways.

Health disparity research indicates that health illiteracy is associated with poorer health outcomes, greater risk of hospitalization, higher emergency room utilization, and increased death (Collins, Currie, Bakken, Vawdrey & Stone, 2012; Skopelja, Whipple & Richwine, 2013). Health information is increasingly being transitioned to online formats and according to Usher and Skinner (2010) the newest challenge that healthcare consumers face in taking control of their health is their ability to access, evaluate and incorporate the large amount of health information available on the Internet. Achieving a better understanding of the eHealth literacy levels of Aboriginal women and how they use technology to access health information may support better health outcomes in a variety of settings including the perinatal period which is important not only for the mother’s health, but her child’s as well. This mixed methods study explored the eHealth literacy knowledge, attitudes and skills of urban Aboriginal women in the perinatal period residing in a small city in British Columbia. A convergent parallel design was used to collect both qualitative and quantitative data from five study participants. Due to the small sample size study findings need to be interpreted with caution. The results may demonstrate that urban Aboriginal women in the perinatal period are comfortable and competent in accessing health information on the Internet. They identified the following as areas for improvement: (1) identifying if the information they retrieve is credible, (2) improving the cultural appropriateness of health information and websites, (3) improving access through continuing to build technology and search skills for Aboriginal women, and (4) supporting better access to the Internet and technology equipment for those Aboriginal women still affected by the digital divide. / Graduate