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The use of mainstream maternity services by urban Aboriginal women is an important issue for health professionals. Aboriginal mothers are much more likely to die in childbirth than are non-Aboriginal mothers and their excessive risk does not appear to have changed over the last two decades. The infant mortality rate is three times higher than for non-Aboriginal infants. Therefore, this project aimed to discover the cultural needs of urban Aboriginal women who use mainstream maternity services. Six Aboriginal women who were attending the ante-natal clinic at Daruk Aboriginal Medical Service were interviewed. The thesis included the following recommendations and strategies for their implementation: 1/. Establishment of a discrete Aboriginal women's health unit in Western Sydney. 2/. Provision of culturally acceptable education about pregnancy and childbirth. 3/. Promotion of breastfeeding. 4/. Education and encouragement for non- Aboriginal health professionals. / Master of Nursing (Hons)

This thesis incorporates social history and consultative action research to analyse the development of cross-cultural nutrition services for Indigenous communities in the Northern Territory from 1974-2000 and promote the development of stronger partnerships in 1999-2001.The historical development of nutrition services is analysed against current theory and a model of capacity building for health promotion. Nutrition infrastructure and services have developed systematically, incrementally and substantially. Strengths include the development of enduring and successful inter-cultural partnerships and leadership.Two facilitative narratives which aim to improve inter-cultural knowledge sharing, strengthen capacity and promote participatory action in community based projects were developed, implemented and partially evaluated. Services can be further strengthened by long-term commitments to examining power issues, promoting improved Indigenous control and problem solving and comprehensive bi cultural evaluation that identifies significant indicators to improving outcomes. Participatory action research, facilitative story telling, capacity building, Indigenous education theory and critical social science can inform and guide these efforts in complementary ways. / Master of Arts (Hons) (Critical Social Science)

The thesis examines the history of Central Australia and specifically the development of health services in the Northern Territory. The continuing colonial realtionships between Aboriginal and non-Aboriginal Australia are explored as a reason for the peristence of poor Aboriginal health status, including the cycle of vself destructive behaviours. It rovides an explanation of the importance of community agency to address community problems, and the potential of community controlled ABoriginal health services as vehicles for such community action.

During the 1970's a variety of special educational programs were set up for adult Aboriginal people. In general these programs were designed to meet the needs of people who for a variety of reasons, were at an educational or social disadvantage in comparison to the rest of the Australian population. The Djwani project stood out in sharp contrast to these other programs. This project was designed to serve Aboriginal people who had demonstrated their ability to cope with tertiary education,and who were likely to be able to occupy important positions in Aboriginal Affairs. The Djwani project aimed to maximise beginning tertiary qualifications for the professions that the students intended to enter, and pr pare them to operate in positions of leadership. This was to be achieved by an upgrading tertiary program, coupled with a field experience system. The project was operated at the Canberra College of Advanced Education in the later part of the 1970's. It was discontinued in 1978. This document is a report of an evaluative study carried out during the operation of the Djwani project. It provides a framework in which the administration and activities associated with the project can be, recorded and examined. This study of the Djwani project, is escentially a case study of the project, which also uses a number of evaluative deviceses developed by the author in other situations. This study examines the activities of the actual Djwani project, it does not attempt to provide longitudinal information on the students after they leave the project. It does however attempt to compare the project with other adult educational projects mounted for Aborigines, and to appraise the projects value in Aboriginal Affairs in general.

Thesis (M.Phil.) - University of Queensland, 2006. / Includes bibliography.

This thesis employs postcolonial theory, a case study methodology, semi-structured interviews, and archival research to understand Mi’kmaq and Maliseet peoples’ sporting experiences in the Maritimes region of Canada. Two publishable papers comprise this thesis. The first paper analyzes the obstacles the participants faced and the positive experiences they had in sport. The second paper examines the ways in which the concept of “difference” was reproduced and challenged through the participants’ involvement in mainstream and all-Native sporting environments. Together, these papers bring much needed scholarly attention to Mi’kmaq and Maliseet peoples’ involvement in sport in the Maritimes, while they also make a contribution to the existing body of literature concerning Aboriginal peoples’ sport participation in Canada.

Much of the maternal health care literature on Aboriginal women is biomedical in its focus, covering topics such as gestational diabetes, abnormal birth weight, and infant morality. There has also been some exploration of First Nations womens relationships with health professionals. There is a dearth of literature that addresses First Nations womens choices, experiences, knowledges (traditional and medical), attitudes, beliefs and values surrounding their pregnancies and prenatal health care. This qualitative study conducted by a Mikmaw woman explores Mikmaw womens perceptions of their maternal health, the relationships that support or serve Mikmaw women during their pregnancy, birthing, and postpartum delivery in two First Nations communities in Nova Scotia. The stories of fourteen Mikmaw female participants, ranging from young women to Elders, were explored using a narrative inquiry approach that is consistent with First Nations oral traditions of storytelling. Stories were told in a focus group and individual interviews. Data collection, analysis, and interpretation was guided by an Indigenous framework of two superimposed medicine wheels: (1) holistic model of health (mental, physical, emotional and spiritual), and; (2) maternal health life cycle (becoming a woman, teachings during pregnancy, experiences during birth, motherhood and the fourth trimester: after birthing). This study found that the colonization of birthing has significantly impacted Mikmaw maternal health experiences, and is characterized by a tension between western medical knowledge and Mikmaq traditional knowledge systems that plays out very strongly during this critical period in the life of a woman and her child. In addition, recognition of the socio-cultural context of Mikmaq women is critical to understanding their decision making in regards to maternal health. The results suggest there is a need to create culturally sensitive models of maternal health that incorporate First Nations traditional knowledge of maternity and Western medical knowledge.

Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools. In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors , goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.<p>The literary context for the research was based upon three major areas: Non-Aboriginal teachers' perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students. Due to the 'single-group' nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.<p> The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.<p>The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment' political message. Some teachers also indicated a quandary regarding whether the course curricula required them to "teach Aboriginal culture, or teach about Aboriginal culture."<p>In terms of course content and teaching methodologies, there were numerous opinions on `what was important'. All the interviewees viewed history as a significant ingredient to a `good' Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and 'white-privilege'. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.<p>In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for 'non-academics', lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.