scholarly journals “The New Generation”

2018 ◽  
Vol 107 (1) ◽  
pp. 88-110 ◽  
Author(s):  
Brittany Luby ◽  
Kathryn Labelle
Keyword(s):  
Lived Experience ◽  
Emotional Abuse ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
Indian Reserve ◽  
New Generation

Modern research into Aboriginal education focuses on the de-culturation, physical, and emotional abuse that Indigenous students experienced at school. This focus results, in part, from an emphasis on sources written by settlers, which detail little of the lived experience of Indigenous students. Using a series of interviews conducted in Kenora, Ontario, with the Anishinabek woman Matilda (Ogimaamaashiik) Martin of Dalles 38C Indian Reserve, this paper examines that lived experience and concludes that Aboriginal education was more collaborative than has been described, particularly before the enforcement of aggressive civilization. This collaboration, however, occurred in the context of ongoing colonial incursions in to Aboriginal land and life, which gradually edged out Aboriginal forms of education.

The Challenge for Counsellors: Understanding and Addressing Indigenous Secondary Students' Aspirations, Self-concepts and Barriers to Achieving their Aspirations

2004 ◽  
Vol 14 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Rhonda G. Craven ◽  
Herbert W. Marsh
Keyword(s):  
Secondary Students ◽  
Further Education ◽  
Aboriginal Education ◽  
Indigenous Australians ◽  
Rural Regions ◽  
Indigenous Students ◽  
Psychological Constructs ◽  
Academic School ◽  
Counselling Interventions ◽  
Compare And Contrast

Indigenous students are not attaining the same educational and employment outcomes as non-Indigenous students. Psychological constructs have been demonstrated by research with non-Indigenous Australians to impact upon desirable educational outcomes; however, there is a dearth of Aboriginal education research that has identified psychological constructs of salience to Indigenous students. The purpose of this study was to: (a) evaluate the self-concepts of Indigenous secondary students; (b) identify Indigenous students' aspirations; (c) elucidate Indigenous students' perceptions of barriers faced in attaining their aspirations; and (d) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students from the same schools. A total of 1686 students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from three Australian States participated. Indigenous students displayed statistically significantly lower academic (school, maths, verbal) self-concepts in comparison to non-Indigenous students. Significantly more Indigenous students in comparison to non-Indigenous students aspired to leaving school early, attending Technical and Further Education (TAFE) institutions and were less likely to know much about what sort of job or further education and training they could pursue after leaving school. Indigenous students also rated nine potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. The results have important implications for career education and counselling interventions in educational contexts.

Critical Design Features of Pre-Service Education Programs to Enhance Teacher Capacity to Effectively Work in Schools With Indigenous Students

2014 ◽  
Vol 43 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Elizabeth Labone ◽  
Patrick Cavanagh ◽  
Janette Long
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Aboriginal Education ◽  
Design Features ◽  
Indigenous Students ◽  
Cross Cultural Communication ◽  
Critical Design ◽  
Classroom Management Strategies ◽  
Holistic Understanding ◽  
Aboriginal History

For more than 3 decades governments and education systems have struggled to address the gaps in educational outcomes between Indigenous and non-Indigenous students. Over the past 10 years it has become increasingly apparent that central to redressing these gaps is the development of teachers who are able to effectively engage with Indigenous students, their families and communities. The introduction of National Professional Standards has increased the focus on the development of pre-service teachers’ capacity to effectively teach Indigenous students. In 2008, the New South Wales Department of Education (DET) and four universities implemented an enhanced teacher training program (ETTP) that was delivered to final-year primary pre-service teachers. The success and continuing expansion of this program, coupled with the current national focus on building pre-service teachers’ capacity to teach Indigenous students, suggests it is timely to detail the critical design features of, and rationale for, this program to inform and support development of similar programs within pre-service teacher education. The article reports on four critical elements of the program: knowledge and understanding of Aboriginal history and culture; effective cross-cultural communication skills; holistic understanding of Aboriginal education and strategies required for improving Aboriginal student outcomes; and appropriate pedagogy and classroom management strategies.

Indigenous Students’ Geographies on the Academic Fortress Campus: Palestinian Students’ Spatial Experiences at the Hebrew University of Jerusalem

2021 ◽  
Vol 20 (2) ◽  
pp. 123-145
Author(s):  
Yara Sa'di-Ibraheem
Keyword(s):  
Lived Experience ◽  
The Other ◽  
Indigenous Students ◽  
Spatial Perspective ◽  
Contested Space ◽  
The Everyday ◽  
Symbolic Domination ◽  
Hebrew University ◽  
The One

This article addresses an under-studied phenomenon in the lived experience of Palestinian students in Israeli universities as seen from a spatial perspective. Specifically, it analyses the everyday spatial experiences of Palestinian students on the Mount Scopus Campus of the Hebrew University in Jerusalem. Situated in a contested space amid Palestinian villages, the campus's architecture and prominent location are intended to project power and symbolic domination over the surrounding Arab environment. The study analyses the narratives of fifteen Palestinian students from this campus, underscoring the dialectical relations between their feelings of alienation and estrangement, on the one hand, and practices of resistance and subversion on campus, on the other. Moreover, the analysis reveals how, through their daily spatial behaviours, Palestinian students challenge the settler-colonial landscape-production that the Israeli authorities attempt to impose.

To Free the Spirit? Motivation and Engagement of Indigenous Students

2008 ◽  
Vol 37 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Geoff Munns ◽  
Andrew Martin ◽  
Rhonda Craven
Keyword(s):  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
South Wales ◽  
The Social ◽  
Motivation And Engagement ◽  
And Training ◽  
Consultative Group

AbstractThis article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and engagement for Indigenous students of all ages. The article reports on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students. What is of particular interest is the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classroom pedagogies. Important questions arise from an analysis of this interplay about what might “free the spirit” for these and other Indigenous students.

Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools

2011 ◽  
Vol 40 ◽  
pp. 23-29 ◽  
Author(s):  
Ingrid Harrington ◽  
Inga Brasche
Keyword(s):  
Teacher Training ◽  
New England ◽  
New South ◽  
New South Wales ◽  
Teaching Experience ◽  
Community Services ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
Success Stories ◽  
South Wales

A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.

scholarly journals Maha Sulaiman Younis: A personal history of psychiatry in Iraq through war and conflict

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Maha S. Younis ◽  
Deema Khunda
Keyword(s):  
Lived Experience ◽  
Medical Training ◽  
Medical Profession ◽  
Personal History ◽  
Dramatic Decrease ◽  
History Of ◽  
War And Conflict ◽  
Socio Economic Impact ◽  
New Generation ◽  
Difficult Times

AbstractAcross four decades of war and violence in Iraq between 1981 and 2003, I undertook my medical training in psychiatry. I chose this specialty in response to the suffering of the bereaved women in Iraq across these rough times. This article details a personal history of my journey specialising in psychiatry through this period in Iraq and the experience of being the first female psychiatrist who accomplished her training through the Iraqi Board of Psychiatry in a programme established in 1988. I reflect on how psychiatry was not the specialisation of choice for female doctors, which created a shortage in the field. This most acutely impacted female trauma victims, who preferred to be treated by female psychiatrists. From the 1950s to 1988, the ratio of psychiatrists in the country increased from 0.2 to 0.5 per 100,000 population. However, this saw a dramatic decrease because of two waves of migration in 1991 and 2003, as of 1998, the ratio of psychiatrists in the country had dropped to 0.1 per 100,000 of the population. The pursuit and development of this specialisation were disrupted by war, invasion and comprehensive sanctions. I also consider the socio-economic impact of these aforementioned events on society as a whole and, in particular, on the medical profession. This account tells the story of my lived experience during those difficult times and my efforts to become an example of a new generation of women psychiatrists.

scholarly journals The Spatial Politics of Labor in China: Life, Labor, and a New Generation of Migrant Workers

2017 ◽  
Author(s):  
N. Pun ◽  
J. Chan
Keyword(s):  
Lived Experience ◽  
Migrant Workers ◽  
Social Transformation ◽  
Capital Mobility ◽  
Spatial Politics ◽  
Role Of The State ◽  
Cost Efficient ◽  
Successive Generations ◽  
New Generation ◽  
Western Perspective

China’s capitalist transformation offers us a non-Western perspective to understand the contradictions of transnational capital mobility, the working people’s lives, and the changing role of the state. This economic and social transformation continues to require the acceleration of a specific proletarianization—successive generations of rural migrant workers (nongmingong) have become the mainstay of the country’s export-processing sector, but they cannot become “free” laborers in the market. Within the dormitory labor regime, in which work and residence are tightly interconnected, workers turn the workplace and dormitory spaces into a battlefield to fight for their rights. Foxconn’s cost-efficient use of dormitory labor ensures that its more than one million workers spend their off-hours just preparing for another round of production. Paradoxically, workers are claiming the limited living space and time to create and remix culturally diversified repertoires in struggles. Class analysis, as a weapon of progressive social change, has to be recast in the lived experience of the working class, in relation to party-state rhetoric.

Indigenous students’ experience and engagement with support at university: a mixed-method study

2021 ◽  
pp. 1-9
Author(s):  
Madeleine Benton ◽  
Shane Hearn ◽  
Fernando Marmolejo-Ramos
Keyword(s):  
Higher Education ◽  
Mixed Method ◽  
Torres Strait Islander ◽  
Student Perspective ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
Support Mechanisms ◽  
Torres Strait ◽  
The University ◽  
Method Approach

Abstract There remains significant under representation of Aboriginal and Torres Strait Islander peoples in Australian higher education systems. A number of strategies have been implemented by governments and universities to best support Indigenous students within higher education that have produced varying levels of success in increasing participation, retention and completions. One key strategy is the inclusion of Aboriginal Education Units within universities. The current study aimed to examine students experience and engagement with a range of support services across university, in particular with an Aboriginal Education Unit. Utilising a mixed-method approach, data were collected from 103 students who identified as Aboriginal and/or Torres Strait Islander at The University of Adelaide. Overall, students were most satisfied with support provided by family (70%) and the Aboriginal Education Unit (61%), followed by support provided by university faculties (49%), and the wider university (43%). The main reasons students were accessing the Unit was for academic and tutoring purposes, also rating tutoring as the most beneficial service provided by the Unit. This study highlights the importance of examining and evaluating enablers such as support mechanisms from the student perspective and has demonstrated the significant role Aboriginal Education Units play in the student experience, laying a crucial foundation for targeted support initiatives.

Youth Culture and Indian Boarding Schools

2021 ◽  
Author(s):  
Kristine Alexander
Keyword(s):  
Young People ◽  
Lived Experience ◽  
Premature Death ◽  
Boarding Schools ◽  
The United States ◽  
Indigenous Populations ◽  
Indigenous Students ◽  
Youth Cultures ◽  
Death State ◽  
Indian Boarding Schools

Because of their perceived malleability, young people have been central to efforts by modern settler states to erase and displace Indigenous populations in order to control land and resources. In Canada and the United States between the late nineteenth and mid-twentieth centuries, these efforts (which were always contested) focused largely on Indigenous child removal and assimilatory schooling. Well-known as sites of abuse, hunger, disease, and premature death, state-funded and state-run Indian boarding schools in both countries were also shaped by the development of distinctive peer cultures. This chapter uses secondary literature, archival sources, memoir, and oral history to better understand the lived experience of Indigenous young people at these carceral and genocidal institutions. At Indian boarding schools on both sides of the Canada-U.S. border, Indigenous students used language, labor, performance, mischief, and sport to invest in and support distinctly Indigenous youth cultures characterized by imagination, resistance, solidarity, and critique.

scholarly journals Exploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry

2019 ◽  
Vol 12 (1) ◽  
pp. 29-45
Author(s):  
Angela Rossana Baeza
Keyword(s):  
Narrative Inquiry ◽  
Lived Experience ◽  
Professional Practice ◽  
Northern Territory ◽  
Future Research ◽  
Geographic Isolation ◽  
Indigenous Students ◽  
Professional Recognition ◽  
Rural Teacher ◽  
Research And Education

The high rates of teachers’ attrition in Chile, particularly in Indigenous schools, requires an understanding of how the experiences of teachers working in these contexts impact on their professional practice. Through the teachers’ lens, using a narrative inquiry design, this study seeks to understand how educators face the challenges of teaching in rural and Indigenous settings. Findings of this study show Chilean teachers’ lack of knowledge about Indigenous culture and tradition. Teachers do not know about Indigenous students' characteristics and this is affecting teaching. Also was found that some elements are causing teachers’ exhaustion in rural and Indigenous context. These are teachers’ wrongs expectations about rural lifeways, extreme living conditions, emotional and geographic isolation and the lack of professional recognition. The finding of this study may contribute to future research and education stakeholders and universities that are in the process of finding improvements to teaching practices and teachers’ education programs.  

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