Exploring an Indigenous graduate attribute project through a critical race theory lens

Graduate attributes are a mechanism not only for developing employability skills, but also for fostering graduate abilities to be productive contributors to social change. There is growing recognition that university graduates can and should contribute to enhancing outcomes for Aboriginal and Torres Strait Islander Australians signaling the need for dedicated Indigenous curriculum for all university students. Consider the transformative possibilities of significant numbers of graduates empowered to work effectively in partnership with Indigenous Australians. In 2014 almost 10,000 students graduated from the University of Technology Sydney (UTS). Reflecting the organisational culture, graduate attributes also illustrate the values of an institution. In 2014, responding to the Behrendt Review of Higher Education Access and Outcomes of Aboriginal and Torres Strait Islander People (2012) call for whole of university approaches, UTS approved the development of an Indigenous Graduate Attribute (IGA) Framework for all university courses. Recognising that resources would be required to support the implementation of such an ambitious project, a proposal was made to establish an Indigenous academic expertise centre to support the implementation of IGAs in all courses. In this paper the Aboriginal academic staff leading the IGA project will draw on Critical Race Theory (CRT), including the work of Ladson-Billings, to reflect on our experiences in the first year of the project. We use CRT to highlight the ways in which institutions might work with Indigenous academics to optimise the success of complex projects such as the UTS Indigenous Graduate Attribute project

Indigenous Peoples and the Australian census: value, trust, and participation

In this commentary we, as a group of Indigenous academics, trace the relationship between the Australian census and Indigenous peoples, addressing historical and present dimensions through the dual lens of value and trust. Although we come from various disciplines including statistics, public health, social science, and human geography, our approach and analysis is firmly rooted in, and builds upon, postcolonial demography that Kukutai & Taylor (2012 p. 14) state, “highlights the epistemological and methodological shortcomings of applied demographic research on Indigenous peoples, and generates calls for more innovative approaches.

Mild Mitochondrial Uncoupling and Calorie Restriction Increase Fasting eNOS, Akt and Mitochondrial Biogenesis

Enhanced mitochondrial biogenesis promoted by eNOS activation is believed to play a central role in the beneficial effects of calorie restriction (CR). Since treatment of mice with dinitrophenol (DNP) promotes health and lifespan benefits similar to those observed in CR, we hypothesized that it could also impact biogenesis. We found that DNP and CR increase citrate synthase activity, PGC-1α, cytochrome c oxidase and mitofusin-2 expression, as well as fasting plasma levels of NO• products. In addition, eNOS and Akt phosphorylation in skeletal muscle and visceral adipose tissue was activated in fasting CR and DNP animals. Overall, our results indicate that systemic mild uncoupling activates eNOS and Akt-dependent pathways leading to mitochondrial biogenesis

Racism as a determinant of health: a systematic review and meta-analysis

Despite a growing body of epidemiological evidence in recent years documenting the health impacts of racism, the cumulative evidence base has yet to be synthesized in a comprehensive meta-analysis focused specifically on racism as a determinant of health. This meta-analysis reviewed the literature focusing on the relationship between reported racism and mental and physical health outcomes. Data from 293 studies reported in 333 articles published between 1983 and 2013, and conducted predominately in the U.S., were analysed using random effects models and mean weighted effect sizes. Racism was associated with poorer mental health (negative mental health: r = -.23, 95% CI [-.24,-.21], k = 227; positive mental health: r = -.13, 95% CI [-.16,-.10], k = 113), including depression, anxiety, psychological stress and various other outcomes. Racism was also associated with poorer general health (r = -.13 (95% CI [-.18,-.09], k = 30), and poorer physical health (r = -.09, 95% CI [-.12,-.06], k = 50). Moderation effects were found for some outcomes with regard to study and exposure characteristics. Effect sizes of racism on mental health were stronger in cross-sectional compared with longitudinal data and in non-representative samples compared with representative samples. Age, sex, birthplace and education level did not moderate the effects of racism on health. Ethnicity significantly moderated the effect of racism on negative mental health and physical health: the association between racism and negative mental health was significantly stronger for Asian American and Latino(a) American participants compared with African American participants, and the association between racism and physical health was significantly stronger for Latino(a) American participants compared with African American participants.<br /

Aboriginal Identity, world views, research and the story of the Burra'gorang

IN RECENT TIMES there has been a growing recognition that some Aboriginal and Torres Strait Islander peoples and communities have been harmed and even divided by those who question their very right to identify as ‘Indigenous or not’ (Bodkin-Andrews & Carlson 2016 ; New South Wales Aboriginal Education Consultative Group [NSW AECG] 2011 ). Numerous scholars have suggested that such ‘questions’ are an unfortunate extension of the continual epistemological violence (a pressure on ways of knowing) that has sought to eradicate the diverse world views, histories, and knowledges of our peoples since colonisation (Bodkin 2013a ; Moreton-Robinson 2011 ; Nakata 2012 ), and that they result in the emergence of stereotypical accusations of ‘inauthenticity’, ‘wanna-be-Aborigines’, ‘welfare-blacks’, ‘fragmentation’ and ‘cultural absurdity’ (Behrendt 2006 ). It is the purpose of this chapter to highlight the existence of this form of epistemological and identity-based violence and explain how it threatens our communities. In addition, such violence will be challenged by focusing on the strength of diverse world views, knowledges and unique stories that exist within Aboriginal and Torres Strait Islander communities today. We also offer you a traditional D’harawal Law Story as the central case study within this chapter. This Law Story holds valuable insights that may guide individuals and communities towards a stronger and more resilient future

Mudjil'dya'djurali dabuwa'wurrata (how the white waratah became red): D'harawal storytelling and welcome to country "controversies"

© 2016 Nga Pae o te Maramatanga. The overarching purpose of this paper is to critically engage with non-Indigenous representations of Aboriginal and Torres Strait Islander Welcome to Country ceremonies, particularly within the conservative mainstream media and academic setting. The foundations of the paper will be drawn from both the critical Indigenous standpoint theories of white pathology by Moreton-Robinson (2015) and colonial storytelling by Behrendt (2016). Both these theories suggest that, too often, non-Indigenous representations of Aboriginal and Torres Strait Islander peoples are more a reflection of non-Indigenous ideologies than accurate portrayals of Indigenous positionings. Further, an ancestral D'harawal Law Story will be utilized to reveal that Welcome to Country ceremonies, despite their contemporary adaptations under colonization, may be considered an essential contextual representation of Australia's true history prior to colonization, and thus should not be dismissed due to ideological misrepresentations or even tampered with by a colour-blind rhetoric

Negotiating racism: The voices of Aboriginal Australian post-graduate students

Purpose - Recent research into the nature and impact of racial discrimination directed at Aboriginal Australian children and youth has revealed how such a stressor can negatively impact upon varying physical health, emotional well-being and education outcomes. Despite the strength of these findings for identifying need for action, such research has been largely limited by either a lack of consideration as to the potentially complex nature of racism targeting Aboriginal Australians or alternatively offering little in identifying sources of resiliency for Aboriginal Australian students. It is the purpose of this investigation to identify the voices of high-achieving Aboriginal Australian post-graduate students with regard to their experiences of racism, how they may have coped with racism and their advice to future generations of Aboriginal youth. Methodology - A series of in-depth qualitative interviews were conducted with seven Aboriginal Australian PhD students within an Australian University. The interviews were designed to capture the perceptions, experiences and coping strategies used when faced with racism. The data was carefully and repeatedly scrutinized for emerging themes that were shared by the majority of participants. Findings - Numerous themes emerged with issues pertaining to the veracity of racism and conceptualizations of racism across historical/ cross-generational, contemporary, verbal, physical, institutional, cultural, political, electronic, personal, reverse/internalized and collective/group dimensions. In addition, the negative impact of racism was identified, but more importantly, a series of interrelated positive coping responses (e.g. externalization of racism, social support) were voiced. Implications - The implications of these results attest to the need to understand the many faces of racism that may still be experienced by Aboriginal and Torres Strait Islanders today. In addition, the coping strategies identified may be seen as valuable agents of resiliency for future generations of Aboriginal youth. Copyright © 2013 by Emerald Group Publishing Limited

Resisting the racist silence: When racism and education collide

The purpose of this chapter is to provide a fuller, evidence-based understanding of the nature of systemic racism targeting Aboriginal and Torres Strait Islander students (and their communities). From this foundation, this chapter also explores the ways in which teachers and schools may fight racism by not only committing to anti-racist practices, but also by providing culturally safe and strengthening school environments that support the identities of Aboriginal and Torres Strait Islander students and their communities. By weaving the voices of Aboriginal (D’harawal) Elders and Knowledge Holders with existing empirical research highlighting the enduring and complex nature of racism within Australia (and its schools), this chapter privileges the voices of Aboriginal and Torres Strait Islander (and international First Nations) peoples and scholars who too often have been silenced in discussion on racism itself. This approach reveals that racism is still endemic within Australia, that racism is much more than individualistic ‘sticks and stones’ experiences (but is prevalent within institutions and the very cultural milieu of Australia) and that evidence suggests that Aboriginal and Torres Strait Islander students are fully aware of this. Teachers and schools must seek to understand and combat the complex web of racism that has embedded itself in all levels of society (including education systems)

Racism, Aboriginal and Torres Strait Islander identities, and higher education: Reviewing the burden of epistemological and other racisms

Purpose: Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today. Methodology: This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education. Findings: This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism. Implications: The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment. Copyright © 2013 by Emerald Group Publishing Limited

What research can tell us

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