Appendix 2: Endnote Resource Library 8 Aboriginal Ways of Learning. Retrieved 25 November, 2010, from http://8ways.wikispaces.com/ The framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings. Every place, Every People, has its own unique pedagogies. These 8 simple ones are merely a starting point for dialogue. Each school engages in a different way, and produces its own unique frameworks for Aboriginal education through dialogue with the community about local ways of doing things. Australian Broadcasting Corporation (ABC). (2010, July). Disease Risk Higher Among Indigenous People: Study [Television broadcast]. Darwin, NT: ABC News. Retrieved from http://search.informit.com.au/media;dn=TEF20102800474;res=TVNEWS;type=wmv ABC News resported a study that found that Indigenous Australians are 2.5 times more likely to suffer from disease than non-Indigenous people.ABC News NT (ABC1 Darwin); Time: 19:10; Broadcast Date: Wednesday, 14th July 2010; Duration: 45 sec. Australian Broadcasting Corporation (n.d.). Fire Talker: Charles Perkins [Television broadcast]. Australia: Author. Retrieved from http://www.abc.net.au/tv/geo/documentaries/interactive/firetalker/ Fire Talker traces the life of Charles Perkins from his humble beginnings on an Alice Springs reserve, to becoming one of the most influential Indigenous figures in Australia's modern history. Australian Broadcasting Corporation (ABC). (2009, May). Fresh Food for Tiwi Islanders [Television broadcast]. Darwin, NT: ABC News. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.informit.com.au/documentSummary;dn=T EF20092000088;res=TVNEWS Tiwi Islanders have created their own agricultural industry in order to redress the lack of fresh produce in the region and improve health levels. Australian Broadcasting Corporation (ABC). (n.d.). NT Child protection system an 'overwhelming failure' [Television broadcast]. Sydney: ABC News. Retrieved from http://search.informit.com.au/media;dn=TEN20104202504;res=TVNEWS;type=w An independent inquiry into the Northern Territory's child protection system has recommended a backlog of cases be urgently cleared. Aboriginal and Torres Strait Islander Health Working Party. AHMAC Cultural Respect Framework for Aboriginal and Torres Strait Islander. Health (2004-2009). AHMAC Cultural Respect Framework for Aboriginal and Torres Strait Islander. Health, 2004 - 2009. Aboriginal and Torres Strait Islander Education. Federation of Education Unions Information Centre. Retrieved April 5, 2011, from http://www.feuic.org.au/vl/indedu.html Resources on education, industrial relations and social issues. Aboriginal Cultural Competence Framework. Victorian Government Department of Human Services Melbourne, Victoria (2008). Retrieved April 5, 2011, from http://www.cyf.vic.gov.au/__data/assets/pdf_file/0008/312668/framework_cultural_support _2008.pdf The approach of this paper is to; • briefly introduce and explain the reason for developing an Aboriginal Cultural Competence Framework; • outline why the lens of culture is important for Aboriginal children with reference to the Aboriginal child removal policies of the past, the current situation and how Aboriginal culture is critical to understanding the needs and best interests of children; National Best Practice Framework for Indigenous Cultural Competency 269 • explain the key understandings and conceptual framework behind the notion of Aboriginal cultural competence; • outline how CSOs can engage with Aboriginal children, families, communities and services in a culturally competent way which respects the principles of Aboriginal self-determination; • explain how to apply the lens of culture in the context of the best interests’ principles; • outline a staged approach for CSOs meeting the cultural standards for registration with suggestions as to how to use the conceptual framework to address the practice evidence. Aboriginal Child Language Acquisition Project. Retrieved March 21, 2011, from http://www.linguistics.unimelb.edu.au/research/projects/ACLA/ This Melbourne University project involves case studies of three Aboriginal communities to address questions around language acquisition for indigenous Australian Aboriginal children. The project is identifying the kinds of interactions young children are involved in, the language they use at different ages, and the breadth and variety of language the children are hearing. Aged and Community Services Australia (2008). Providing Culturally Appropriate Care for Aboriginal and Torres Strait Islander Aged Care Residents. Retrieved March 25, 2011, from http://www.agedcare.org.au/PUBLICATIONS-&-RESOURCES/General-pdfs- images/Indigenous-Aged_Care_booklet.pdf The purpose of this booklet is to provide introductory information to assist residential aged care providers to deliver culturally appropriate care to Aboriginal and Torres Strait Islander people. This booklet is not intended to be a comprehensive resource, but is a tool to assist staff to consider cultural issues and to have the confidence to seek additional information and resources when required. Aboriginal education green paper - 25 Years Approach: The Way Forward. Green Paper: A draft for consultation, discussion, development and recommendations to Annual Conference 2010. NSW Teachers Federation Annual Conference Retrieved April 5, 2011, from http://www.nswtf.org.au/journal_extras/edgreen.html The NSW Teachers Federation has a strong policy position on Aboriginal Education and continues its long history and tradition of supporting the rights of Aboriginal students and their communities. However, Federation recognises that persisting with more of the same practices will not bring about essential, across- the-board institutional change within Australian governments and education authorities and systems. Federation acknowledges with great disappointment the continuing failure of Australian governments and education authorities to achieve an equality of learning outcomes for the majority of Aboriginal and Torres Strait Islander students. Educational environments that respect Aboriginal and Torres Strait Islander history and culture and that reinforce the cultural identity of Aboriginal students are a necessary pre-condition to achieving equal educational outcomes for Aboriginal peoples. Creating educational environments that foster the involvement, participation and engagement of Aboriginal peoples is essential. Aboriginal education timeline references. Board of Studies NSW. Retrieved from http://ab- ed.boardofstudies.nsw.edu.au/go/aboriginal-studies/timeline/timeline-references/ Listing of references for books, articles, websites, policies, case studies etc. Aboriginal education (2011). Primary School. Retrieved April 5, 2011, from http://www.primaryschool.com.au/aboriginalresults.php?strand=Traditional&grade=General Aboriginal education teaching resources for primary school students. Aboriginal employment: A guide to better attraction, selection & retention strategies across WA Health. (2009). Retrieved April 5, 2011, from http://www.health.wa.gov.au/circularsnew/attachments/377.pdf Aboriginal and Torres Strait Islanders remain significantly underrepresented in the WA Health workforce, even in regions with a significant Aboriginal client base. While increased Aboriginal employment across regions with large numbers of Aboriginal people is a government objective, our success has been limited. According to the Health Reform Committee’s report, ‘A Healthy Future for Western Australians’, the way forward to a healthier future for Aboriginal peoples is ensuring Aboriginal ownership and participation in health professions. Consequently, this Guide has been developed to provide best practice principles and strategies for the attraction, recruitment and retention of Aboriginal employees across WA Health. It is recommended that all staff involved in the attraction, recruitment and retention of staff familiarise themselves with this resource, and implement its recommendations into daily work practice. Diversity is a National Best Practice Framework for Indigenous Cultural Competency 270 source of strength for WA Health. By having a better understanding of cultural difference, and taking it into account through policies and practice, we enhance the integrity of our service and improve our ability to meet the needs of our diverse population in meaningful, appropriate ways. The diverse skills of Aboriginal people are essential for WA Health to better design and deliver services that meet the needs of Aboriginal people. Aboriginal history in South Australia since 1800 role play. Department of Education & Children's Service (2006). Retrieved March 29, 2011, from http://www.aboriginaleducation.sa.edu.au/.../Aboriginal_history_in_SA_s.pdf Teachers and community groups are welcome to use this role play for the purpose of informing participants about South Australian Aboriginal history. It was developed by Aboriginal Education personnel from the Department of Education and Children’s Services. Further information is available from Adele Pring, [email protected] Aboriginal human resource development plan 2009-2011: Valued Aboriginal staff - Involved Aboriginal communities - Successful Aboriginal students. NSW Department of Education