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Moving forward with dignity : exploring health awareness in an isolated deaf community of Australia

- Terry, Daniel, Lê, Quynh, Nguyen, Hoang

  • Authors: Terry, Daniel , Lê, Quynh , Nguyen, Hoang
  • Date: 2016
  • Type: Text , Journal article
  • Relation: Disability and Health Journal Vol. 9, no. 2 (2016), p. 281-288
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  • Description: Background Those within the Deaf community are disadvantaged in a number of aspects of day-to-day life including their access to health care. At times, they may encounter barriers to health care even before they reach the consultation room. As a consequence, they may receive insufficient and inappropriate health care which may lead to poorer health outcomes. Objective A study was conducted to explore health awareness and access to health information and services of Deaf people living in Tasmania, Australia and identify ways of enhancing the interaction between the Deaf and the wider community. Methods A questionnaire was administered, including a number of demographic, health awareness and health service usage questions. In addition, semi-structured interviews and focus groups were conducted with service providers and the Deaf community between March and August 2014. An interpreter was present to translate the questions into Auslan and who then translated the Deaf participant's discussion into English for the researcher. Data were then analyzed using research software SPSS v20.0 and NVivo 10.0. Results Health as a concept was poorly understood, including mental health, sexual health and health concerning alcohol and drug abuse. Regarding health care resources, due to a sense of security, trust and confidence, the family physician or general practitioner was the single most important health care provider among the Deaf. Conclusions The Deaf remain underserved by the current health care system; however, through resourcefulness and life experiences, the Deaf have developed coping and management strategies to move forward with dignity in education, meaningful employment and health access. © 2016 Elsevier Inc. All rights reserved.

How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?

- Smith, Erica, Kemmis, Ros Brennan, Comyn, Paul

  • Authors: Smith, Erica , Kemmis, Ros Brennan , Comyn, Paul
  • Date: 2014
  • Type: Text , Journal article
  • Relation: Australian Journal of Adult Learning Vol. 54, no. 3 (2014), p.
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  • Description: This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India’s apprenticeship system. The apprenticeship system in India is extremely small for the country’s population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.

Narratives of access: A critical exploration of how institutional interactions with students affect regional student participation in higher education.

- Ostini, Jenny, Partridge, Helen, Kelly, Kate, Owen, Sue, Jeffries, Sandra

  • Authors: Ostini, Jenny , Partridge, Helen , Kelly, Kate , Owen, Sue , Jeffries, Sandra
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Student Success Vol. 11, no. 1 (2020), p.
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  • Description: This article examines the narratives that drive university staff understanding of the concerns and experiences of regional and remote students at five universities in Australia. Interviews were conducted with thirty university staff members over a period of three months in 2018. Reflexive thematic analysis of the stories told by staff of supporting regional students found that staff used the lens of access to create meaningful stories for themselves and others in how they supported students. Access is defined as a multi-faceted term encompassing access to people, Internet, study materials and equipment and study environments. Access is facilitated by a sense of belonging or identity as a student and limited by the lack of this. Our analysis of “belongingness” draws on Bourdieu’s concepts of habitas to start to unpick the interactions between higher education institutions and the student that develop student identities as scholars and centres the narrative on the student as a person, wrestling to gain many forms of access within complex social situations.
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