The national aboriginal conference and the makarrata: Sovereignty and treaty discussions, 1979-1981
- Authors: Fenley, Julie
- Date: 2011
- Type: Text , Journal article
- Relation: Australian Historical Studies Vol. 42, no. 3 (2011), p. 372-389
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- Description: This article examines the different understandings of sovereignty that were developed through Australian Indigenous campaigns for a treaty in the late 1970s and early 1980s. It begins with an assessment of the National Aboriginal Conference's call for a treaty in 1979, which was replaced by a seemingly more moderate proposal for a makarrata. These ideas were debated by other Indigenous people who proposed more radical positions. This article argues that Aboriginal ideas of sovereignty were diverse, in flux, and sometimes contradictory, as Indigenous leaders experimented with new ways to achieve greater independence and power. [ABSTRACT FROM AUTHOR]
The margin as a centre: Memory and identity in Broken Hill and Mount Isa
- Authors: Eklund, Erik
- Date: 2011
- Type: Text , Book chapter
- Relation: Outside country: histories of inland Chapter 16 p. 311-331
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'The remarkable disappearance of messrs Gellibrand and Hesse'. What really happened in 1837?: A Re-examination of the historical evidence
- Authors: Donovan, Paul Michael , Clark, Ian , Cahir, David (Fred)
- Date: 2016
- Type: Text , Journal article
- Relation: Victorian historical journal (Melbourne, Vic. : 1987) Vol. 87, no. 2 (2016), p. 278-297
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- Description: In 1837, Joseph Tice Gellibrand and George Brooks Legrew Hesse disappeared near Birregurra. Popular history says that their bodies were never found and their deaths are a mystery. However, letters, records, contemporary newspaper articles and early histories outline the disappearance and discovery of the bodies. Isaac Hebb's history in the 1880s refuted primary sources, claiming that the whereabouts of the bodies were never found. This article re-examines early historical documents, many of which Hebb may not have had access to or opted not to include in his work. We critique Hebb's analysis and reinvestigate the story.
Action research to implement an Indigenous health curriculum framework
- Authors: Wilson, Cath , Heinrich, Liesl , Heidari, Parvaneh , Adams, Karen
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse education today Vol. 91, no. (2020), p. 104464-104464
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- Description: In recent decades Indigenous health curriculum frameworks have been developed, however, few studies about their implementation exist. This study aimed to employ critical theory and action research to understand how an Indigenous health curriculum framework could be applied and associated learning and teaching iteratively improved. Three action research cycles where conducted from 2017 to 2019. Student reaction (satisfaction and engagement) was collected via survey 2017–2019. Student learning was collated 2018–2019 via self-perception survey (knowledge, attitude, confidence, commitment) multi-choice questions (knowledge) and content analysis of apply and analyse activities (skill). The teaching team met annually to reflect on findings and plan enhancements to learning and teaching. Over 2017–2019 there was a pattern of improved student reaction and learning. Connecting this research to Faculty level committees led to widening success and improved sustainability of the practice. The online unit and workshop delivery were scalable, overcame a barrier of educator skill and confidence to teach this area, allowed for quality content control and provided data for analysis. Interestingly, learning gained from this unit matched that described as occurring from student placements in health settings with high numbers of Indigenous people. Student learning occurred across the Framework three levels (novice, intermediate and entry to practice) suggesting that the taxonomy of the Framework does not necessarily align with the reality of learning and teaching. Vertical implementation of the five learning domains would benefit from alignment with training evaluation models and validated assessment to understand learning that has occurred rather than the teaching that has been taught. In this study health profession accreditation bodies had driven the imperative for an Indigenous health program and curriculum. Research on Indigenous health learning and teaching relating to behaviour and results in workplaces is needed.
Uncovering Hidden Histories: Evaluating Preservice Teachers' (PST) Understanding of Local Indigenous Perspectives in History Via Digital Storytelling at Australia's Sovereign Hill
- Authors: Weuffen, Sara , Cahir, David (Fred) , Barnes, Alice , Powell, Bryon
- Date: 2019
- Type: Text , Journal article
- Relation: Diaspora, indigenous and minority education Vol. 13, no. 3 (2019), p. 165-181
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- Description: Non-Indigenous-led organizations and education programs have long been criticized for sanitized teachings of Aboriginal perspectives in history, while scholarship touts the transformative benefits offered up via decolonial and immersive pedagogical approaches. In this case study, we explore the impact of a cross-cultural venture, titled Hidden Histories: The Wadawurrung People, between a living history museum, the local Aboriginal community, and a regional university on teacher preparedness to incorporate Aboriginal perspectives in history curricula. Through a cultural interface lens, we examine the ontological and epistemological developments of 112 preservice teachers postinteraction with an intercultural digital-kinaesthetic education tool. Our findings suggest that PSTs enjoy engaging with the tool, yet while on site, they prefer to immerse themselves in the museum environment. Our findings indicate also, however, that the tool is an accessible cross-cultural predatory tool that encourages a lifelong commitment to integrating Aboriginal perspectives in history curricula.
Aboriginal biocultural knowledge in South-eastern Australia : Perspectives of early colonists
- Authors: Cahir, David (Fred) , Clark, Ian , Clarke, Philip
- Date: 2018
- Type: Text , Book
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- Description: Indigenous Australians have long understood sustainable hunting and harvesting, seasonal changes in flora and fauna, predator-prey relationships and imbalances, and seasonal fire management. Yet the extent of their knowledge and expertise has been largely unknown and under-appreciated by non-Aboriginal colonists, especially in the south-east of Australia where Aboriginal culture was severely fractured. Aboriginal Biocultural Knowledge in South-eastern Australia is the first book to examine historical records from early colonists who interacted with south-eastern Australian Aboriginal communities and documented their understanding of the environment, natural resources such as water and plant and animal foods, medicine and other aspects of their material world. This book provides a compelling case for the importance of understanding Indigenous knowledge, to inform discussions around climate change, biodiversity, resource management, health and education. It will be a valuable reference for natural resource management agencies, academics in Indigenous studies and anyone interested in Aboriginal culture and knowledge.
Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia
- Authors: Bennett, Bindi , Gates, Trevor
- Date: 2019
- Type: Text , Journal article
- Relation: Social work education Vol. 38, no. 5 (2019), p. 604-617
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- Description: It is well documented that colonization and subsequent repressive policies have wrought devastating changes in the lives of Aboriginal people in Australia. Social workers are an essential group for improving social justice and self-determination for Australian Aboriginal people. The Australian Association of Social Workers (AASW) acknowledges that Aboriginal people make a unique contribution to the life of the nation and mandates that social work educational programs provide culturally responsive content that acknowledges the value and contributions of Aboriginal people. Social work educators need to embed this content without reinforcing stereotypes or being tokenistic. This is a challenge when teaching about intersecting identities, such as lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) Aboriginal people. We outline the terms used in this space and propose that cultural humility is an acceptable framework to consider. We introduce key conceptual terms used in LGBTQI Aboriginal communities. Finally, we provide recommendations for engaging with LGBTQI Aboriginal peoples.
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
What to bring when you are told not to bring a thing: The need for protocols in acknowledging indigenous knowledges and participants in Australian research
- Authors: Bennett, Bindi
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of sociology Vol. 56, no. 2 (2020), p. 167-183
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- Description: This article provides a content analysis of articles published in Australian 'Social Work, the British Journal of Social Work, the International Journal of Social Welfare' and 'International Social Work' from 2007 to 2017 regarding the practice of acknowledging Indigenous participants and knowledges in articles that contain Indigenous content. This article argues that acknowledgement is an important way of recognising and showing respect for Indigenous people, as active agents in the research process. Indigenous cultural ideas, values and principles are now contributing to and informing a significant amount of research. Ways are suggested by which authors and journals can develop good practice when acknowledging Indigenous peoples respectfully within their research. This research found a need for the development of specific journal editorial policies and guidelines for authors who wish to publish content pertaining to Indigenous peoples that adequately reflects their contribution while protecting and acknowledging Indigenous knowledge, ideas and ownership of information.
The impact of teaching culture online during COVID-19
- Authors: Bennett, Bindi
- Date: 2021
- Type: Text , Journal article
- Relation: International social work Vol. 64, no. 5 (2021), p. 739-741
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- Description: This article speaks to an Aboriginal academic’s experience during COVID-19 teaching cultural content via the Internet and an online platform. It highlights the challenges of teaching deeply spiritual content online in a unit where being able to develop relationships and trust before these units are offered would be beneficial.
The potential of equine-assisted psychotherapy for treating trauma in australian aboriginal peoples
- Authors: Bennett, Bindi , Woodman, Elise
- Date: 2019
- Type: Text , Journal article
- Relation: The British journal of social work Vol. 49, no. 4 (2019), p. 1041-1058
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- Description: Abstract Colonisation and subsequent policies targeting Aboriginal peoples in Australia have had devastating consequences, including trauma, disadvantage and marginalisation. These effects have passed from generation to generation and continue to manifest in poor health and well-being outcomes, particularly mental health disorders. Innovative and culturally relevant techniques are needed to remedy inequality and address intergenerational trauma. Equine-assisted psychotherapy (EAP)—an experiential therapy involving horses—is a new and increasingly evidence-based treatment approach, which offers potential for working with Aboriginal peoples. This article reviews the literature on outcomes of EAP to consider its potential as a culturally responsive therapy to treat trauma and increase well-being for Aboriginal people in Australia.
Wayanha: A decolonised social work
- Authors: Green, Sue , Bennett, Bindi
- Date: 2018
- Type: Text , Journal article
- Relation: Australian social work Vol. 71, no. 3 (2018), p. 261-264
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- Description: After much careful consideration of what we would like to say to social workers and the social work profession, we wanted to start with the acknowledgement that social work, for the most part, has owned its own actions of the past and is taking steps to make amends for past actions and to learn and grow from past mistakes. However, there is still something missing. As a profession, whether that is in the field, within education and training, or as the professional body, we do not seem to be able to quite get there. So, what is it that we are missing?
Cultural responsiveness in action: Co-constructing social work curriculum resources with aboriginal communities
- Authors: Bennett, Bindi , Redfern, Helen , Zubrzycki, Joanna
- Date: 2018
- Type: Text , Journal article
- Relation: The British journal of social work Vol. 48, no. 3 (2018), p. 808-825
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- Description: Abstract Aboriginal and Torres Strait Islander ways of knowing, being and doing have recently become core social work curriculum in Australian social work degrees and are regarded as central to decolonising Australian social work education and producing culturally responsive social work practitioners. Effectively teaching these knowledges, values and skills requires multiple strategies including the development of new curriculum resources which demonstrate the integration of Aboriginal and Torres Strait Islander ways of knowing, being and doing in practice. This article presents the theory and practice of co-constructing two filmed case studies with Aboriginal stakeholders which address a range of student learning needs. These powerful case studies are informed by Aboriginal knowledges and demonstrate the skills and values that the community state they want and need from social workers. Engaging in a community-led process provides social work educators with opportunities to build relationships with the Aboriginal and Torres Strait Islander communities, thus modelling cultural responsiveness in action.
Creating a culturally safe space when teaching aboriginal content in social work: A scoping review
- Authors: Fernando, Terrina , Bennett, Bindi
- Date: 2019
- Type: Text , Journal article
- Relation: Australian social work Vol. 72, no. 1 (2019), p. 47-61
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- Description: Teaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education collaborative partnerships build relationships critical reflection develop cultural courage and yarning and story-telling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered. IMPLICATIONS Trauma underlies the historical, contemporary and cultural narratives of Aboriginal peoples. Students engaging in Aboriginal content that is traumatic can mean connecting with trauma that has occurred in their own lives. Trauma-informed teaching and learning will ensure that educators create culturally safe spaces that enable students to engage well with content. The adoption of the framework proposed in this paper may lead to the creation of a culturally safe space for teaching and learning in social work education.
Australian social work: Proposed guidelines for articles by aboriginal and torres strait islander authors and about aboriginal and torres strait islander issues
- Authors: Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Australian social work Vol. 75, no. 3 (2022), p. 273-279
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- Description: Australian Social Work (ASW) is an international peer-reviewed journal reflecting current thinking and trends in social work. Authors intending to submit to the Journal should prepare their manuscripts with both a social work audience and an international audience in mind. It is strongly recommended that authors familiarise themselves with articles previously published in the Journal. In this article recommendations are made and Guidelines suggested for the future direction for ASW and other journals in the explicit, respectful acknowledgement of the contribution of Aboriginal and Torres Strait knowledges to published work. Terminology: In these Guidelines, Indigenous refers to all First Nations peoples of the World. Aboriginal and Torres Strait Islander refers to the unceded sovereign First Peoples of Australia.
An intercultural critical reflection model
- Authors: Redfern, Helen , Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Journal of social work practice Vol. 36, no. 2 (2022), p. 135-147
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- Description: Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice.
The Continuous Improvement Cultural Responsiveness Tools (CICRT) : creating more culturally responsive social workers
- Authors: Bennett, Bindi , Morse, Claire
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Social Work Vol. 76, no. 3 (2023), p. 315-329
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- Description: Social workers play a pivotal role in addressing equity and diversity within Australia using both culturally responsiveness skills and knowledge. This article describes a research project that resulted in the development of the Continuous Improvement Cultural Responsive Tools that can be used by social workers in their practice. This was a large project conducted over three years, which involved engagement and consultation with Aboriginal and Torres Strait Islander community social workers. The community engagement and consultation process included the provision of cultural governance and participation in interviews. The tools developed are linked to seven key domains (Ngurras) that aim to increase the skills, knowledge, and overall confidence of social work practitioners in their culturally responsive practice. This article discusses the tools that provide a clear structure to guide social workers' critical engagement in becoming more culturally responsive social workers and individuals when working with Aboriginal and Torres Strait Islander Peoples. IMPLICATIONS Social work practices need to address the social injustices faced by Aboriginal Peoples by becoming more culturall responsive. The tools were developed to support social workers in their practice to self-assess their transformation in becoming culturally responsive social workers. Continuous improvement in collaborative and culturally responsive social work will improve services for Aboriginal and Torres Strait Islander Peoples.
From museum to living cultural landscape : governing Tasmania’s wilderness world heritage
- Authors: Lee, Emma , Richardson, Benjamin
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Indigenous Law Review Vol. 20, no. 1 (2017), p. 78-107
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- Description: At Melaleuca, in the remote southwest of the Tasmanian Wilderness World Heritage Area ('TWWHA'), visitors may encounter the Needwonnee Aboriginal Walk. Established in 2011 by the Tasmanian Parks and Wildlife Service in consultation with the Tasmanian Aboriginal Land and Sea Council, the Walk is an interpretive nature trail over 1.2 kilometres that educates visitors about the lives of this ancient Aboriginal culture and their environs. Most of the interpretive installations are ephemeral, fashioned from organic materials in the local landscape, and include huts, tools, baskets, shell necklaces and a paperbark canoe. The area today is unoccupied except for the few intrepid tourists seeking an iconic 'wilderness' experience. Despite the good intentions behind creation of the Needwonnee Aboriginal Walk, it conveys the impression of a past or extinct culture now memorialised in an outdoors museum, without any voice and no longer heard. Yet many Aboriginal representatives in Tasmania see the TWWHA as 'belonging to a much larger living cultural landscape and seascape' that should be managed jointly with Aboriginal communities.
Creating spatial, relational and cultural safety in online social work education during COVID-19
- Authors: Bennett, Bindi , Ross, Dyann , Gates, Trevor
- Date: 2022
- Type: Text , Journal article
- Relation: Social work education Vol. 41, no. 8 (2022), p. 1660-1668
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- Description: Spatial, relational and cultural safety are critical elements of trauma-informed social work practice, gaining momentum in social work education. Culturally responsive and trauma-informed pedagogical approaches meet the definition of safety. The aim is to create a democratic, collaborative, and reflexive space whereby students and educators can feel simultaneously supported in the diversity of their respective lived experiences and learning. The challenges in fostering these learning and teaching spaces are reflected upon at one Australian university which responded to the COVID-19 pandemic by quickly transitioning to online learning without prior planning and consultation. The reflection describes the challenges and opportunities in delivering online content and the use of spatial, relational and cultural safety to navigate these challenges. The authors demonstrate the Aboriginal practice of social Yarning for use in online classrooms. Yarning helps educators and students attend to safety as an integral dimension of social work education.
Governance and multiculturalism; The White elephant of social construction and cultural identities
- Authors: Koerner, Catherine , Pillay, Soma
- Date: 2019
- Type: Text , Book
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- Description: A key intervention in the growing critical literature on race, this volume examines the social construction of race in contemporary Australia through the lenses of Indigenous sovereignty, nationhood, and whiteness. Informed by insights from white Australians in rural contexts, Koerner and Pillay attempt to answer how race shapes those who identify as white Australian; how those who self-identify thusly relate to the nation, multiculturalism, and Indigenous Sovereignties; and how white Australians understand and experience their own racialized position and its privilege. This “insider perspective” on the continuing construction of whiteness in Australia is analyzed and challenged through Indigenous Sovereign theoretical standpoints and voices. Ultimately, this investigation of the social construction of race not only extends conceptualizations of multiculturalism, but also informs governance policy in the light of changing national identity.