15 research outputs found

    The legacy of racism and Indigenous Australian identity within education

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    © 2014 Taylor & Francis. It may be argued that the 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. Additionally, and if not somewhat related to this critique, it can be suggested that the very construction of research from a Western perspective of Indigenous identity (as opposed to identities) and ways of being are deeply entwined within the undertones of epistemological racism still prevalent today. It is the purpose of this article to move beyond the overreliance of outside-based understanding Western epistemologies, and to explore not only the complex nature of both racism and identity from Aboriginal and Torres Strait Islander perspectives, but to also explore the role of education and research in perpetuating varying levels of racism and resistance to Indigenous identity(ies) from a contemporary insider-based standpoint. It is hoped this article will shed some light on the pervasive nature of racism directed at Indigenous Australians, and highlight the need for the continual acceptance, respect, and promotion of Indigenous voices and identities within the educational environment and beyond

    Australian Torres Strait Islander students negotiate learning secondary school science in Standard Australian English: a tentative case for also teaching and assessing in Creole

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    [Extract] At the opening of the 42nd Australian National Parliament in early 2008, the Prime Minister of Australia, Mr Kevin Rudd, pledged to build new educational opportunity\ud for indigenous children of Torres Strait Islander and Aboriginal descent. The discourse used was that of "closing the gap" on both opportunity and academic achievement.\ud The persistent difference in educational achievement and attainment between indigenous Australians (Aboriginal and Torres Strait Islander people) and non-indigenous\ud Australians (immigrants to the continent since 1788 and their descendents) is a problem with many complexities, including tolerated failure on the part of state and\ud federal governments over many decades to vigorously address persistent educational disadvantage. Australia has been described as a "high quality-low equity" country in\ud that Australian schools, while operating under high-quality policy frameworks, have found it difficult to address equity issues in teaching, learning and assessment effectively in practice (Klenowski 2009)

    Australian Indigenous students: addressing equity issues in assessment

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    This article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia. Questions about the validity and fairness of assessment are raised and ways forward are suggested by attending to assessment questions in relation to equity and culture-fair assessment. Patterns of under-achievement by Indigenous students are reflected in national benchmark data and international testing programmes like the Trends in International Mathematics and Science Sstudy and the Program for International Student Assessment. The argument developed views equity, in relation to assessment, as more of a sociocultural issue than a technical matter. It highlights how teachers need to distinguish the "funds of knowledge" that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being

    Locally advanced tonsillar squamous cell carcinoma: Treatment approach revisited

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    Aims: The purpose of this study was to review the treatment policy for locally advanced stage III and IV squamous cell carcinoma (SCC) of the tonsil at the Princess Alexandra Hospital Head and Neck Unit, Brisbane, Australia. Materials and Methods: The records of 148 patients with curable stage III and IV SCC of the tonsil were reviewed from the years 1992 to 2004 inclusive. During this period, patients were treated with surgery and postoperative radiotherapy and only offered definitive radiation if they were medically or surgically inoperable. There were 102 patients treated with surgery postoperative radiotherapy (group 1) and 46 patients treated with definitive radiotherapy chemotherapy (group 2). The endpoints of locoregional control (LRC), disease specific survival (DSS), and overall survival (OS) were studied and prognostic factors were investigated with univariate and multivariate analyses. Results. The 5-year OS, DSS, and LRC were 57%, 69%, find 84%, respectively. Univariate analyses showed that patients in group 1 had a superior OS (69% vs. 41%, P =.007), a trend toward improvement in LRC (88% vs. 73%, P =.08), and a nonsignificant improvement in DSS (75% vs. 56%, P =.14). There was a greater percentage of patients with an Eastern Cooperative Oncology Group (ECOG) score of 2 or less in group 1, suggesting selection bias toward the surgical group. Multivariate analyses, which adjusted for known prognostic factors, showed that treatment group was significant for OS but not for LRC or DSS. Conclusions. Surgery and postoperative radiotherapy continues to provide a superior outcome in locally advanced tonsil SCC in patients with surgically resectable disease, good ECOG performance status, and medically operable

    Efficacy and tolerability of concurrent weekly low dose cisplatin during radiation treatment of localised muscle invasive bladder transitional cell carcinoma: A report of two sequential phase II studies from the Trans Tasman Radiation Oncology Group

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    Background and purpose: To determine the feasibility, toxicity, and clinical effectiveness of concurrent weekly cisplatin chemotherapy in conjunction with definitive radiation in the treatment of localised muscle invasive bladder cancer