Sophia Gool; Wendy Patton

doi:10.1017/S1326011100001757

Authors

Sophia Gool Queensland University of Technology
Wendy Patton Queensland University of Technology

DOI:

https://doi.org/10.1017/S1326011100001757

Abstract

In a climate of self-determination it is essential to clarify what Aboriginal and Torres Strait Islander people themselves feel about their cultural identity and future. These voices exist in a context of the great potential in Aboriginal culture and by contrast the severe problems which Aboriginal people face.

Lippman (1994) argues that, although there is some evidence of Aboriginal status becoming more equitable, education being one instance to avail self-determination, data continue to reveal that Aboriginal mortality and morbidity rates lie in stark contrast to those of the general population of Australia. The death rate for Aboriginal men and women of 35 to 44 years is eight times higher than for the average non-Aboriginal (Ferrari, 1997). Queensland Health (1996) recently reported that Cape York has yet to experience the mortality gains seen by Indigenous populations in New Zealand and North America.

Downloads

Download data is not yet available.

References

Bamblett P. ( 1993) Aboriginal and Torres Strait Islander Students in Urban classrooms. Brisbane: Aboriginal and Torres Strait Islander Unit.

Department of Employment, Education and Training( 1995) National Review of Education of Aboriginal and Torres Strait Islander Peoples: Final Report. Canberra: Australian Government Publishing Service.

Ferrari J. ( 1997) ‘ Blacks destined to lose battle for good health’. The Australian, 3 April, p. 2.

Forbes F. ( 1996) ‘ A separate future’. The Weekend Australian, 9-10 November, pp. 1– 2.

Groome H. and Hamilton A. ( 1995) Meeting the Educational Needs of Aboriginal Adolescents. National Board of Employment, Education and Training. Commissioned Report No.35. Canberra: Australian Government Publishing Service.

Guider J. ( 1991) “ Why are so many Aboriginal children not achieving at school?’ The Aboriginal Child at School 19( 2): 42– 51.

Harris S. and Malin M. (Eds.) ( 1994) Aboriginal Kids in Urban Classrooms. Wentworth Falls: Social Science Press.

Johnston E. ( 1991) The Royal Commission into Aboriginal Deaths in Custody. Schooling. National Report Vol 2. Canberra: Australian Government Publishing Service.

Lee R. ( 1993) ‘ Why are Aboriginal children labelled as a “Special Needs Group”?’ The Aboriginal Child at School 21( 1): 23– 31.

Lippman L. ( 1994) Generations of Resistance. Mabo and Justice. Melbourne: Longman Cheshire.

Miller M. L. ( 1985) Committee of Review of Aboriginal Employment and Training. Report of the Committee of Review of Aboriginal Employment and Training Programs. Canberra: Australian Government Publishing Service.

Queensland Health( 1996) The Health of Aboriginal and Torres Strait Islanders: Status Report. Brisbane: Health Information Centre.

Queensland Department of Education( 1997) Community Approaches to Aboriginal and Torres Strait Islander Student Behaviour Management: Reflecting the Perspectives of Aboriginal and Torres Strait Islander Elders. Draft proposal.

Sarra C. ( 1995) ‘ Aboriginality’. Connections: Your Professional Link 38: 14– 15.

Sarra C. ( 1997) ‘ Systems theory and the Aboriginal career decision maker’. In Patton W. and McMahon M. (Eds), Career Development in Practice: A Systems Theory Perspective. Sydney: New Hobsons Press, pp. 47– 58.

Tesse R. and Polesel J. ( 1996) Educational Outcomes Survey: Aboriginal and Torres Strait Islander Student Outcomes in Capricornia, Queensland. Unpublished manuscript, The University of Melbourne.

Yin R.K. ( 1984) Case Study Research. Beverley Hills: Sage Publications.