Over many years the commonwealth and the state education departments have put enormous time and effort into producing a wealth of Aboriginal education resources. When developing school-based resources or selecting texts or materials, teachers should carefully evaluate their educational value for embedding Indigenous perspectives. Chris informs us that you can never have too many resources when teaching, especially within the Aboriginal community. He explains that so many resources can be found outside in the Indigenous community. The curriculum is an essential resource for educators to enforce in the classroom to ensure the students are achieving the outcomes for the year.
Indigenous Australians needs in regard to healthcare is one of the greatest challenges faced by healthcare professionals. The treatment of a patients condition tends to be the main focus of healthcare in a demanding and complex health system. Although it has being found that when taking then time there is actually essential ways in which the healthcare system can develop the needs of Indigenous Australians further. The Nursing Code of Conduct, statement four states, ““Nurses respect the dignity, culture, ethnicity, values and beliefs of people receiving care and treatment, and of their colleagues” (Nursingmidwiferyboard.gov.au, 2015). This is achieved by understand how social and cultural structures such as language, education, society and
(2016). 4704.0 - The Health and Welfare of Australia's Aboriginal and Torres Strait Islander Peoples, Oct 2010. [online] Available at: http://www.abs.gov.au/AUSSTATS/abs@.nsf/lookup/4704.0Chapter470Oct+2010 [Accessed 4 May 2016]. Digital, C. (2016).
The legacy of the role of social work and welfare services within the implementation of government policies in the past can still compromise relationships within communities, social workers are responsible for ensuring our practice is culturally responsive, safe and sensitive to stop this perpetuation of distrust in support services. As social workers it is important to commit to reconciliation, to addressing divisions and inequities between Aboriginal and Torres Strait Islander peoples and other Australian’s and improving these relationships. The strength and resilience of these communities are impacted by multiple problems including historical and ongoing dispossession, marginalisation and racism, along with past policies of forced removal and cultural assimilation all negatively contributing to many of the social issues we find affecting Aboriginal and Torres Strait Islander peoples today (Australian Association of Social Workers, 2017). As social workers it is a large role of ours to familiarise and understand the organisations, services and agencies who are planning and/or delivering Indigenous-specific services and to work alongside these groups,
It cannot be denied that our indigenous population has suffered severely since the colonisation of Australia. While the movement towards reconciliation is undoubtedly gaining widespread support, unfortunately many misconceptions are still prevalent and the future of many indigenous Australians is still uncertain. Disadvantage is still experienced by an unacceptable number of the population. Statistically, indigenous people have poorer health, opportunities for education, life expectancy, employment options and the majority live in the remote areas of Australia. As well as this
Both class discussions and chapter 5 in the book “Education the Practice and Profession of Teaching” has allowed me to gain knowledge of historical and current trends in policies and practices that affect early childhood and childhood educators because in the reading the authors speak in depth about social reform with in education, they tell about how policies were created and how they influence our education now for example in the text there is mention of attendance laws that protected children by educating them and keeping them from working. From the reading I also learned about ESEA which made federal government responsible, this act provided funds for poverty program as for current programs Bush’s passes NO CHILD LEFT BEHIND ACT which
This has occurred in harsh stereotypes, marginalisation, racism and colonisation which still greatly affect the Indigenous Australian youth of today. Currently, both Western and Indigenous Australian cultures are interdependent by society’s law, media and education. However, the Indigenous Australians are connected to their culture by being influenced by their family and elders of their community and their culture beliefs and traditions. Although the two cultures are interdependent by law, media and education, and more actions need to be taken in order to ensure that racism, colonisation, discrimination, marginalisation and stereotypes in social change is greatly needed before the Indigenous Australians lose their identity and
I think that self-reflection can be one of the hardest elements to examine as it requires self-awareness of your own assumptions and beliefs, examining your family’s connection to colonialism, and examining your own power and privilege. This can be the most powerful element for addressing power imbalances in relationships and creating a culturally safe environment (Barlow, Reading, & Canadian Aboriginal AIDS Network, 2008). Durey (2010) highlights that “while white Australians know that Aboriginal Australians are disadvantaged, few may be willing to turn the lens on themselves to reflect on the advantages of being white when considering health, education, training and employment” (p. S88). The Birch, Ruttan, Muth, & Baydala (2009) article though focused on cultural competence, highlights some relevant ideas such as “incorporating a reflective and learner-based approach in health care delivery” (p. 30), integrating “traditional practices or approaches when the client needs or wants them” (Dobbelsteyn, 2006, p. 34 as cited on p. 30), and acknowledging the diversity amongst Indigenous
Cultural safety is about helping to create an environment that respects Aboriginal/Torre 's strait islander 's cultures and therefore encourages positive cultural identity. The ability to help create a safe environment free from racism, violence or stereotypes is crucial in helping Aboriginal and Torres Strait Islander people thrive. It is important to recognize the disadvantages and imbalances these people face, especially in health and social situations, which is why sometimes Aboriginal and Torres Strait Islander people need to be treated differently to non-indigenous people in order to be treated
We foster an understanding of the fundamental importance of Aboriginal and Torres Strait Islander culture to the identity of Aboriginal and Torres Strait Islander people. We respect the strength of the Aboriginal and Torres Strait Islander people, families, communities and culture that have survived the confrontation of colonisation and dispossession for over two centuries. Our services believe that we need to be continually building a foundation of respect and understanding all Aboriginal and Torres Strait Islander children and their families of Australia to provide a service that is more effective, responsive, sustainable and culturally appropriate.
STATEMENT OF BELIEFS It is my belief that Indigenous teaching within the classroom is a fundamental part of teaching in this country and some that that needs to be. Not only do I believe that Indigenous culture should be celebrated, but also a greater understanding needs to be taught to the future generations of this country, by the future teachers of Australia who didn’t gain the knowledge of our Indigenous Australians when they were in school. One of my beliefs after doing this course is that the use of the Eight Aboriginal Ways of Learning is a vital part of culturally inclusive teaching within the classroom as it also links back to mainstream pedagogical concepts. REFLECTIONS –
Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.
Cultural safety could be a thought that emerged within the late Eighties as a framework for the delivery of additional acceptable health services and is drawn from the work of Maori nurses in New Zealand. Additional recently it 's become recognized that the thought is helpful all told health care settings irrespective of indigenous matter peoples. Cultural safety is regarding making associate setting wherever the Aboriginal or Torres Strait inhabitant person isn 't solely treated well and during a culturally respectful manner, however they 're conjointly actively participate in interactions, basic cognitive process they 're valued, understood and brought seriously and supported to hold out culturally important tasks as a part of service delivery. A ordinarily used definition of cultural safety is
When working with indigenous people there can be things that can happen that cause issues between co-workers. Things like: Having different beliefs and values will cause misunderstandings, the indigenous staff might solve an issue in their own way based on the beliefs and values but the other staff might do it differently and this might not be good for the improvement of the centre. Indigenous people believe it is disrespectful to have eye contact with someone but other staff may find it a sign of respect as does the Australian culture. If all staff don’t become aware of the cultural difference of the staff within your centre issue will occur through misunderstanding.
Firstly, I apologise for going over the 100 word limit but the readings this week really impacted on me (particularly Karen Martin’s 2005 article on Aboriginal ways of being, knowing and doing) in that they highlighted for me the limited understanding many non-Aboriginal educators (and I admit, this includes myself) have about Aboriginal culture and how this impacts on the Aboriginal children we could potentially teach. I found the readings ‘eye opening’ in that they made me realise how little I know and how much more I would like to know. The ‘Creative Spirits’ website has a plethora of information about Aboriginal Culture and history. It also provides ideas on how to connect with Aboriginal families and develop trust. I am amazed at the amount of teaching resources and examples of Aboriginal literature, music, movies that it provides access to – and I can’t believe (in fact, I am disappointed) that in my years as a Primary School teacher I have not come across this
