scholarly journals Role of testing for the COVID-19 response in Aboriginal, Torres Strait Islander and regional populations

2021 ◽  
Author(s):  
David Speers
Keyword(s):  
Torres Strait Islander ◽  
Torres Strait

What constitutes ‘support’ for the role of the Aboriginal and Torres Strait Islander child health workforce?

2013 ◽  
Vol 37 (1) ◽  
pp. 112 ◽  
Author(s):  
Karen Watson ◽  
Jeanine Young ◽  
Margaret Barnes
Keyword(s):  
Child Health ◽  
Health Services ◽  
Cultural Awareness ◽  
Torres Strait Islander ◽  
Health Workers ◽  
Overall Acceptability ◽  
Torres Strait ◽  
Use Of Health Services ◽  
Torres Strait Islander Health

As well as providing primary health care services, Aboriginal and Torres Strait Islander health workers are known to significantly contribute to the overall acceptability, access and use of health services through their role of cultural brokerage in the communities within which they work. As such they are uniquely positioned to positively influence health improvements for this vulnerable population. This study sought to identify key areas that both Aboriginal and Torres Strait Islander and non-Indigenous health professionals working within Indigenous communities felt were important in providing support for their roles. This group of workers require support within their roles particularly in relation to cultural awareness and capability, resource provision, educational opportunities, collaboration with colleagues and peers, and professional mentorship. What is known about the topic? Aboriginal and Torres Strait Islander health workers are known to significantly contribute to the overall acceptability, access and use of health services in the communities within which they work. As such they are uniquely positioned to positively influence health improvements for this population. What does this paper add? Through consultation with a sample of Indigenous child health workers and child health workers key areas necessary to provide support for the individuals working in these roles have been identified. What are the implications for practitioners? The findings from this study will inform policy and program development in order to more comprehensively support health workers in the community and contribute towards workforce development and satisfaction, recruitment and retention.

Indigenous Research: Three Researchers Reflect on their Experiences at the Interface

2007 ◽  
Vol 36 (S1) ◽  
pp. 23-31 ◽  
Author(s):  
Deanne Minniecon ◽  
Naomi Franks ◽  
Maree Heffernan
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Standpoint Theory ◽  
Indigenous Research ◽  
Research Project ◽  
Cultural Interface ◽  
Research Questions ◽  
Torres Strait

AbstractUtilising Nakata’s (2007) description of the “cultural interface”, two Indigenous researchers and one non-Indigenous researcher examine their development of Indigenous research in and with Aboriginal and Torres Strait Islander communities conducted from within an institution of higher education. The authors reflect on their experiences in developing an Indigenous research project and use Indigenous standpoint theory as a device to explore these experiences. The framing of priorities and research questions, ethics processes, the treatment of project information or data, the managing of competing accountabilities, and the role of non-Indigenous researchers in Indigenous research are all explored in these reflections.

scholarly journals Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience

2020 ◽  
Vol 45 (10) ◽  
pp. 1-17
Author(s):  
Roxana Alonso
Keyword(s):  
Ethnic Minorities ◽  
International Student ◽  
Torres Strait Islander ◽  
Education Policies ◽  
Political Status ◽  
Auto Ethnography ◽  
Torres Strait ◽  
Pre Service Teacher

Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa’s Coyolxauqui imperative and Martin’s Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.

Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools

2020 ◽  
Vol 49 (2) ◽  
pp. 163-170 ◽  
Author(s):  
John Guenther ◽  
Samuel Osborne
Keyword(s):  
Direct Instruction ◽  
Primary Schools ◽  
Torres Strait Islander ◽  
Attendance Rates ◽  
Australian Government ◽  
Literacy Outcomes ◽  
Closing The Gap ◽  
Torres Strait ◽  
The Impact

AbstractOver the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.

scholarly journals Pneumococcus in Aboriginal and Torres Strait Islander peoples: The role of Aboriginal health workers and implications for nursing practice

2013 ◽  
Vol 46 (1) ◽  
pp. 54-58 ◽  
Author(s):  
Hiba Deek ◽  
Penelope Abbott ◽  
Louise Moore ◽  
Joyce Davison ◽  
Sonya Cameron ◽  
...  
Keyword(s):  
Torres Strait Islander ◽  
Nursing Practice ◽  
Health Workers ◽  
Aboriginal Health ◽  
Torres Strait

scholarly journals Culturally competent communication in Indigenous disability assessment: a qualitative study

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Angeline Ferdinand ◽  
Libby Massey ◽  
Jennifer Cullen ◽  
Jeromey Temple ◽  
Kristy Meiselbach ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Indigenous People ◽  
Torres Strait Islander ◽  
Service Providers ◽  
Indigenous Communities ◽  
Disability Assessment ◽  
Culturally Competent ◽  
Torres Strait ◽  
Participant Understanding

Abstract Background Indigenous people tend to exhibit a higher burden of disability than their non-Indigenous counterparts, and are often underserved by disability services. Engaging appropriately with Indigenous communities, families and individuals in the initial stages of disability assessment and planning is crucial in order to build trust and understanding of disability service models and ensure that Indigenous people receive support that is tailored to their needs and cultural realities. This article aims to identify key elements of culturally competent communication in Indigenous disability assessment and planning, and provide recommendations for strengthening capacity in this area. Methods This qualitative research was designed to involve Aboriginal and Torres Strait Islander people at all stages and to reflect the views of Aboriginal and Torres Strait Islander researchers, people and families affected by disability and the community-controlled health sector. Semi-structured individual interviews were undertaken with staff implementing the National Disability Insurance Scheme (NDIS) (n = 4), NDIS participants (n = 24), disability support providers and organisational partners (n = 19) and Community Connectors (n = 8) in Queensland and the Northern Territory of Australia. Key themes derived from thematic analysis included appropriate and adequate engagement of individuals with disability and their families, the role of trusted relationships, and culturally safe and appropriate communication during planning meetings. Results Overall, the research findings highlight that a low level of cultural competence in the initial stages of the disability assessment and planning process exacerbated participant confusion and distrust towards assessment staff and the NDIS. Given difficulties in communication, participant understanding of the NDIS was generally limited. The necessity of culturally safe and appropriate use of interpreters was stressed, as was the role of trusted individuals, including existing service providers, Community Connectors and family members in providing a solid base for participant understanding of the NDIS. Conclusions Cultural competence in disability assessment and planning can be strengthened through multi-level engagement with the Aboriginal community-controlled sector and community leaders. Implementing mechanisms to enable the involvement of families, trusted service providers and Community Connectors can support a more meaningful understanding of individuals’ needs within their cultural context and in relation to their cultural roles.

Beyond apologies: The Stolen Generations and the Churches

2001 ◽  
Vol 26 (3) ◽  
pp. 4-8 ◽  
Author(s):  
Linda Briskman
Keyword(s):  
Torres Strait Islander ◽  
Research Project ◽  
Torres Strait ◽  
Aboriginal Children

The complicity of state and church in the removal and placement of Aboriginal children in Australia has been well documented. Since the investigation by the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, a number of churches have apologised for their participation in these practices. Alongside the apologies, churches have engaged in activities of reconciliation. This paper documents a research project, commissioned by the Minajalku Aboriginal Corporation, to explore the role of churches and church agencies in Victoria.

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