Indigenous research and broader issues in the Academy

Martin Albrow referiert heute am Käte Hamburger Kolleg über die Aktualität der Herrschaftssoziologie und der Rechtssoziologie Max Webers. Der Veranstalter kündigt an: Unser „Globales Zeitalter", so Martin Albrow, mag zwar von der Moderne zu Max Webers Zeiten weit entfernt sein, für die Erfassung dieser neuen Wirklichkeiten liefert seine analytische und komparative Soziologie allerdings eine erstaunlich aktuelle Perspektive. In seinem Vortrag führt Martin Albrow aus, warum er Webers Herrschaf..

Indigenous research and broader issues in the Academy

The Rudd Labour Government rode to power in Australia on the education promise of 'an education revolution'. The term 'education revolution' carries all the obligatory marketing metaphors that an aspirant government might want recognised by the general public on the eve government came to power however in revolutionary terms it fades into insignificance in comparison to the real revolution in Australian education. This revolution simply put is to elevate Indigenous Knowledge Systems, in Australian Universities. In the forty three years since the nation setting Referendum of 1967 a generation has made a beach head on the educational landscape. Now a further generation who having made it into the field of higher degrees yearn for the ways and means to authentically marshal Indigenous knowledge? The Institute of Koorie Education at Deakin has for over twenty years not only witnessed the transition but is also a leader in the field. With the appointment of two Chairs of Indigenous Knowledge Systems to build on to its already established research profile the Institute moved towards what is the 'real revolution' in education – the elevation of Indigenous Knowledge as a legitimate knowledge system. This paper lays out the Institute of Koorie Education‘s Research Plan and the basis of an argument put to the academy that will be the driver for this pursuit

Indigenous research and broader issues in the Academy

The Rudd Labour Government rode to power in Australia on the education promise of 'an education revolution‘. The term 'education revolution‘ carries all the obligatory marketing metaphors that an aspirant government might want recognised by the general public on the eve government came to power however in revolutionary terms it fades into insignificance in comparison to the real revolution in Australian education. This revolution simply put is to elevate Indigenous Knowledge Systems, in Australian Universities. In the forty three years since the nation setting Referendum of 1967 a generation has made a beach head on the educational landscape. Now a further generation who having made it into the field of higher degrees yearn for the ways and means to authentically marshal Indigenous knowledge? The Institute of Koorie Education at Deakin has for over twenty years not only witnessed the transition but is also a leader in the field. With the appointment of two Chairs of Indigenous Knowledge Systems to build on to its already established research profile the Institute moved towards what is the 'real‘ revolution in education – the elevation of Indigenous Knowledge as a legitimate knowledge system. This paper lays out the Institute of Koorie Education‘s Research Plan and the basis of an argument put to the academy that will be the driver for this pursuit

The role of mandatory reporting in preventative child welfare reforms: an uneasy fit?

Grounded in the Australian child welfare context, this chapter posits that modern approaches to child protection reflect a residual approach to social welfare. It charts the broadening of the scope of child protection and discusses both differential response and public health approaches as instrumental reforms. The implementation of major reforms designed to prevent abuse and neglect and reduce reports to child protection is discussed in the context of two Australian states. A particular focus is the extent to which the different mandatory reporting provisions in each state were aligned with the intent of the child and family welfare reforms

A new paradigm: Bringing a historical and sociopolitical trauma lens to the training for welfare practitioners working with Aboriginal families

This article argues that child protection agencies must provide mandatory training about the Aboriginal experience within the welfare state and the resultant trauma that exists in Australian Indigenous communities. This article highlights the areas of curriculum to be included in training for welfare practitioners working with Aboriginal families in the New South Wales child protection system. The training content explores the Stolen Generations’ trauma experiences of child loss and examines the dichotomy between past child welfare laws and present child protection laws and intergenerational racism. Another key component of the training comprises information about the impacts of trauma on brain development