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Recognising Torres Strait Islander Women’s Knowledges in their Children’s Mathematics EducationEwing, Bronwyn 12 April 2012 (has links)
This paper discusses women’s involvement in their children’s mathematics education. It does, where possible, focus Torres Strait Islander women who share the aspirations of Aborginal communities around Australia. That is, they are keen for their children to receive an education that provides them with opportunities for their present and future lives. They are also keen to have their cultures’ child learning practices recognised and respected within mainstream education. This recognition has some way to go with the language of instruction in schools written to English conventions, decontextualised and disconnected to the students’ culture, Community and home language.
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Meeting under the "Omei" Tree in the Torres Strait Islands: Networks and Funds of Knowledge of Mathematical IdeasEwing, Bronwyn 15 March 2012 (has links)
No description available.
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Living between cultures: Reflections of three Mackay Elders: Aboriginal, Torres Strait Island and South Sea Island residents in Mackay from the 1930s to 2000.Ah-Wong, Wayne, w.ah-wong@cqu.edu.au January 2007 (has links)
The Thesis explores the life situations of the three Mackay-based groups: Aboriginal, Torres Strait and South Sea Islander through oral history research and the lived experience of an Elder from each of these groups. Using a combination of oral and written approaches, the project seeks to document ongoing interactions between the three groups from the 1930s and assess their implications for culture, identity and mobility.
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"Principal, he's the boss": power, culture and schooling on Saibai in the Torres Strait IslandsDavis, Jenny, n/a January 2000 (has links)
This thesis examines issues of power, culture and schooling as they apply
to an indigenous community located on Saibai Island in the Torres Strait
of northern Australia. The thesis combines literature research with
ethnography to consider Saibaian schooling in various contexts. These
include the history of schooling in the region, the relevant educational
literature and the actual physical and social contexts of schooling on
Saibai. Early chapters deal with methodology, history and educational
literature. Later chapters deal with ethnographic material using the
themes of separation, culture and collaborative decision-making to
organise the data. The work of Michel Foucault informs the analytical
approach to issues of power. Hence power is considered to be ubiquitous,
productive and linked to issues of knowledge and culture. School
principals are identified as key figures in schooling and therefore play a
major role in the thesis. As the principals are all men of non-Islander
(anglo) backgrounds, this thesis represents a significant break from works
within the realm of indigenous education that are heavily influenced by
cultural anthropology and tend to focus only on the Aboriginal or Islander
participants as objects of study.
The thesis considers how Saibaian people are excluded from schooling
through various techniques and practices that tend to place the principal in
a position of autocracy vis a vis the school. Furthermore, I show how
various schooling practices that aim to include community members in
schooling are shaped and transformed such that they actually serve to
entrench the principal in his position of control over schooling. This
applies even in the way that cultural activities are incorporated into the
school illustrating that no aspect of schooling is immune to relations of
power. Indeed, the notion of Saibaian Islanders belonging to a unique
cultural group is used by some principals to argue that they are unsuited to
roles within the school's decision-making process. Ultimately, then, this
thesis is about relations between school principals and community
members in the context of schooling on Saibai Island.
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At the intersection of intercultural and organisational communication : a study of communication within ATSIC and between ATSIC and its clientsFord, Suzanne, n/a January 1998 (has links)
The realm of research into the various aspects of organisations is wide-ranging, offering
any researcher immense freedom to investigate those area(s) which are of particular
interest to him/her. While there are set theoretical parameters for studying
organisations, eg. various theories looking at organisational communication, structure
and networks, the only real limitation lies in the mind of the researcher. That is the
beauty and nature of organisations, they do not have to wholly conform to any set ideal,
rather they have the opportunity to be unique and diverse depending upon the
organisation's purpose.
It seems that most investigations of organisations are one dimensional, ie. reporting on
what actually happens or how efficient processes are or attempting to define aspects of
culture. However, in this thesis a second dimension has been added�intercultural
aspects of communication. Hence, the research evaluates the intersection of the
intercultural communication which exists within an organisation.
For this two dimensional approach, the Aboriginal and Torres Strait Islander Commission (ATSIC) was chosen. As with most bureaucratic organisations, due to the
size and complexity it is not practicable to look at an entire organisation For this
thesis, a case study of one of ATSIC's twenty-seven regional offices was undertaken.
Details of this follow in the paper; however, the two main reasons for choosing to
complete a case study of ATSIC are 1) because the author is full-time employee with
access to people, facts and inside information that might otherwise not be available and
2) ATSIC is not a typical bureaucracy; rather it is atypical due to its structure and
purpose, which is to further the economic, social and cultural diversity of Aboriginal
people and Torres Strait Islanders. While part of the Commonwealth Government,
ATSIC is founded upon, and is committed to, furthering both intercultural concepts and
the economic status of Aboriginal people and Torres Strait Islanders. This is
accomplished by ATSIC being the major advisory body to Government; attending
national and international policy forums; raising awareness of Aboriginal and Torres
Strait Islander cultures; and in providing supplementary funding (through both grant
and loan initiatives) which supports other funding that is given to indigenous people or
organisations through Government mainstream programs (health, housing, education,
social welfare etc.).
To further limit the scope of this research, the communication which has been analysed
is that relating to grant administration. As ATSIC plays a major role in providing grant
funding to indigenous people, this area of evaluation is highly important, as it shows
how ATSIC (represented by one regional office) carries out its functions and business:
providing services and assistance to its clients�the Aboriginal people and Torres Strait
Islanders.
The case study includes comments gleaned from both questionnaires and interviews
from staff and managers within the chosen regional office. This also includes views of
indigenous and non-indigenous people as well as views from the elected community
representatives of that region. It is envisaged that by incorporating the views of those
mentioned above, that the data is as complete, valid and reliable as possible As with
any traditional group of people, there are different norms and cultures which permeate
their social and working lives. The information presented in this thesis is based on
views of a non-indigenous person who has collected data from one specific region and
it is not valid to generalise these findings to other regions in Australia.
Communication in ATSIC is highly complex and difficult to explain to those outside
the organisation. A main reason for this is that there are many requirements that both
the Government and the indigenous communities place on ATSIC, and unfortunately
they are often diametrically opposed. This creates quite an ironic and disharmonious
situation for all parties concerned�a bureaucracy versus intercultural perspectives.
These situations are discussed throughout the thesis. It is important for readers to note
that the ideas which are conveyed in this thesis are the author's own and are not
necessarily those of ATSIC, the Government or indigenous people.
This research experience is one which has been extremely beneficial for the author.
While the author's personal views may not be aligned with others, I challenge those
people to read not only this thesis, but other work like it so that they may be in a
position to make their own informed decisions about controversial issues such as
Aboriginal affairs.
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Developing a multiple discourse model of analysis through an evaluation of the National Aboriginal and Torres Strait Islander Education PolicyJoliffe, Edward Keith, n/a January 1995 (has links)
The overarching research problem for this study was the need to improve
upon rational models of policy analysis and delivery, to suit complex postmodern
implementation environments. A theoretical model suited to implementing and
evaluating major education reform initiatives was devised. Called the 'Multiple Discourse Model', it was grounded in systems theory, containing elements
reminiscent of social systems, organisational and structural functionalist research,
especially that of Hoy and Miskel (1982)1. However the model was also designed
to incorporate a parallel naturalistic analysis reminiscent of postmodern critical
pragmatic approaches, such as those explored by Cherryholmes (1994)2. Over a
period of five years, this model was developed through an evaluation of the
implementation of the National Aboriginal and Torres Strait Islander Education Policy (AEP) in the Australian Capital Territory government secondary schools
sector.
The distinguishing feature of the study's methodology was its multiperspective
analysis, an approach suggested by Mclaughlin (1987)3 to take account
of the differing communities of discourse which exist in a reformist policy
implementation environment.
To operationalise the research problem, dimensions of policy effectiveness
were articulated. These were addressed through a comprehensive set of research
indicators, extracted from the AEP's national policy goals and the local strategic and
operational plans. Data aimed at judging the effectiveness of implementation were
collected from multiple sources using multiple research instruments. These data
were analysed in three stages using a purpose-designed computer program which
could cross-reference between the four interacting dimensions of research
indicators, research instruments, data sources, and potential variables modifying
policy/program outcomes.
It was found that this model produced clear conclusions about the
effectiveness of AEP implementation in the delimited sector, within the framework
of the AEP's own policy assumptions. The model also provided insights into critical
issues which are generalisable to the national context, such as the power of cultural
hegemony and the socio-political predicament of Aboriginal and Torres Strait
Islander dispossession. As a methodology, the model was found to have a number
of technical advantages, including its capacity for focussing on selected areas of the
implementation environment, its provision of access to multiple levels of detail
amongst data and its possession of mechanisms for monitoring its own internal
validity.
The evaluation case study, used as the vehicle for the Multiple Discourse
Model's development, demonstrated that best-practice administration was in place
which enhanced short and medium-term policy/program outcomes. However, the
study's findings also suggested that a fundamental disjuncture existed between the
AEP's policy/administration paradigm and the conflicting assumptions of the primary
target communities, reinforcing the findings of Sykes (1986)4. The research results
suggested that despite measurable successful inputs, the planned long-term
outcomes of the AEP will not necessarily be achieved. No significant administrative
structures or actions were apparent which could resolve this lack of synchrony at the
interface between government delivery systems and 'grass roots' Aboriginal and
Torres Strait Islander community values. This raised doubts about whether any
systems approach, however well refined, could be socially useful not only for
evaluation, but also as a basis for reform policy and public administration in a
postmodern pluralist democratic setting. The evaluation was therefore used as a
locus for theoretical reflection as well.
A new policy paradigm is suggested, based on a power-sharing 'theory of
community', more in keeping with Aboriginal and Torres Strait Islander peoples'
aspirations for self determination and more likely to alleviate the so far unresolved
destructive effects of cultural and political dispossession.
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From paternalism to participation : the role of the Commonwealth in the administration of Aboriginal and Torres Strait Islander affairs policyTurner, Patricia, n/a January 1994 (has links)
n/a
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Teacher education programs, at James Cook University of North Queensland, for Aboriginal and Torres Strait Islander studentsMiller, Gregory P., n/a January 1988 (has links)
In this thesis I propose to address what are, in my
view, significant educational problems: how to tease out
and analyse those principles, concerning equity and social
justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles,
issues and considerations which have to be faced when
designing such a program as the Diploma of Teaching (Early
Childhood Education) for Aboriginal and Torres Strait
Islander students at James Cook University. The issues I
will address are these:
(a) The extent to which the notion of equality of
educational opportunity is being addressed in the
provision of teacher-education programs in
Queensland in general, and James Cook University in
particular; (chapter 1).
(b) Ways in which the Diploma of Teaching (Early
Childhood Education) p r o g r am aims to produce
teachers able to act as agents of bi-cultural
transmission; (chapters 2 and 3).
(c) The value, usefulness and desirability of James
Cook University setting up a teacher-education
program specifically for Aboriginal and Torres
Strait Islander students from geographically remote
communities, thus increasing the participation
rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5).
This process of analysis has led me to structure the
thesis around three dimensions:
(i) The historical context of the program;
(ii) The program as one response to the problems
faced by educational institutions in meeting
the educational needs of Aboriginal people;
(iii) A basis for the next phase in the development
of new programs of teacher - education for
indigenous students living in remote
communities.
This is a qualitative research project, based on my
interpretation of available documentation, my use of
relevant literature, and my own involvement as planner of,
and teacher in the program. It is not a quantitative
research project. The structure of the thesis has, as its
introduction, an analysis of the extremely complex situation
which exists at James Cook University. This analysis leads
to a search for a set of principles to provide the
theoretical underpinning of the program, which in turn leads
through a combination of theory and practice to the "praxis"
of the program as a model of equity and educational practice
in teacher-education. The thesis is concluded by the
presentation of the current stage in the development of a
program for teacher-education students in remote
communi ties.
The conceptual framework for my thesis has been
developed through my determination to increase my
understanding of the complexities of developing teacher-education
programs for indigenous students at James Cook
University. The thesis is developed through case study
techniques including: personal observation and recording of
my work as Program Planner; a situational analysis of the
historical background, leading up to the development of the
Diploma of Teaching (Early Childhood Education) ; a
discussion of the stages through which the development team
proceeded with intentionality and empathy towards its task
of constructing a specific program of teacher-education; and
my use of existing literature to comprehend the educational
and social problems which the program attemted to
alleviate.
Throughout my thesis the specificity of the "case", and
the eclectic position I have adopted, have acted as
boundaries of my conceptual framework. My thesis attempts
to show that the "case" of the development of teacher-education
programs for Aboriginal and Torres Strait Islander
students at James Cook University, although an idiosyncratic
instance , is valuable as illumination , if not for
generalisation, and thus has a credibility and usefulness.
The characteristics of the case-study method are
frequently more appropriate to expansion is than
reductionist activities, and I have tried to show how the
different perspectives of Aboriginal and non-Aboriginal
people, together with the beliefs, attitudes and values of
such different interest-groups as university academics,
Commonwealth and State Education Department bureaucrats, and
teachers and parents in schools, have emphasised both the
importance of questioning assumptions and the importance of
critical, experiential understanding.
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A house is just a house: Indigenous youth housing need in QueenslandVictoria, J. Unknown Date (has links)
No description available.
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Understanding indigenous entrepreneurship: A case study analysisFoley, D. L. Unknown Date (has links)
No description available.
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