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Launched by healthcare providers in January 2018, the #aHand2Hold campaign confronted the Quebec government's practice of separating children from their families during medical evacuation airlifts, which disproportionately affected remote and northern Indigenous communities. Pediatric emergency physician Samir Shaheen-Hussain's captivating narrative of this successful campaign, which garnered unprecedented public attention and media coverage, seeks to answer lingering questions about why such a cruel practice remained in place for so long. In doing so it serves as an indispensable case study of contemporary medical colonialism in Quebec. Fighting for a Hand to Hold exposes the medical establishment's role in the displacement, colonization, and genocide of Indigenous peoples in Canada. Through meticulously gathered government documentation, historical scholarship, media reports, public inquiries, and personal testimonies, Shaheen-Hussain connects the draconian medevac practice with often-disregarded crimes and medical violence inflicted specifically on Indigenous children. This devastating history and ongoing medical colonialism prevent Indigenous communities from attaining internationally recognized measures of health and social well-being because of the pervasive, systemic anti-Indigenous racism that persists in the Canadian public health care system - and in settler society at large. Shaheen-Hussain's unique perspective combines his experience as a frontline pediatrician with his long-standing involvement in anti-authoritarian social justice movements. Sparked by the indifference and callousness of those in power, this book draws on the innovative work of Indigenous scholars and activists to conclude that a broader decolonization struggle calling for reparations, land reclamation, and self-determination for Indigenous peoples is critical to achieve reconciliation in Canada.
Indigenous children. --- Aboriginal children --- Native children --- Children
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The past few decades have brought to light increasing evidence of systemic and repeated institutional abuse of children and young people in many western nations. Government enquiries, research studies and media reports have begun to highlight the widespread nature of sexual, physical and emotional abuse of vulnerable children and young people. However, while public attention has focused on 'episodic-dramatic' representations of institutional abuse, comparatively little emphasis has been given to the more mundane, routinized and systemic nature of abuse that has occurred. This book documents comprehensively a full range of abuse occurring in 'caring' and 'protective' institutions, with particular reference to the Australian case. The dominant theme is 'betrayal' and in particular the way...Source: Publisher
Indigenous youth --- Aboriginal children --- Youth, Aboriginal Australian --- Children --- Child welfare workers --- Child abuse. --- Youth --- Institutional care --- Malpractice --- Crimes against. --- Malpractice.
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Indigenous children --- Inuit --- Teachers --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Innuit --- Inupik --- Eskimos --- Aboriginal children --- Native children --- Children --- Education --- Training --- Training of
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"Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey".
Culturally relevant pedagogy. --- Indigenous children --- Mathematics --- Multicultural education. --- Intercultural education --- Education --- Culturally relevant pedagogy --- Aboriginal children --- Native children --- Children --- Culturally relevant teaching --- Culturally responsive pedagogy --- Culturally responsive teaching --- Teaching --- Multicultural education --- Education. --- Study and teaching. --- Methodology --- Culturally sustaining pedagogy
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Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
Aboriginal Australians -- Education. --- Indigenous children -- Education -- Australia. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Indigenous children --- Aboriginal Australians --- Education. --- Aboriginal children --- Native children --- Education, general. --- Children --- Indigenous peoples --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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Why do some westerners seem to have a better relationship with Indigenous people than others? Using a narrative research methodology, the author explores.
Education. --- Indigenous children -- Education. --- Multicultural education. --- Teachers -- Training of. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Teachers --- Training of. --- Intercultural education --- Teacher education --- Teacher training --- Teachers, Training of --- Education, general. --- Culturally relevant pedagogy --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Indigenous children --- Aboriginal children --- Native children --- Indigenous peoples --- Culturally sustaining pedagogy
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This book tracks the changes in government involvement in Indigneous children’s education over the nineteenth century, drawing on case studies from the Caribbean, Australia and South Africa. Schools were pivotal in the production and reproduction of racial difference in the colonies of settlement. Between 1833 and 1880, there were remarkable changes in thinking about education in Britain and the Empire with it increasingly seen as a government responsibility. At the same time, children’s needs came to be seen as different to those of their parents, and childhood was approached as a time to make interventions into Indigenous people’s lives. This period also saw shifts in thinking about race. Members of the public, researchers, missionaries and governments discussed the function of education, considering whether it could be used to further humanitarian or settler colonial aims. Underlying these questions were anxieties regarding the status of Indigenous people in newly colonised territories: the successful education of their children could show their potential for equality.
International relations. Foreign policy --- History of education and educational sciences --- World history --- History --- imperialisme --- wereldgeschiedenis --- geschiedenis --- onderwijs --- sociale geschiedenis --- kolonialisme --- Indigenous children --- Education --- Imperialism. --- World history. --- Social history. --- Descriptive sociology --- Social conditions --- Social history --- Sociology --- Universal history --- Colonialism --- Empires --- Expansion (United States politics) --- Neocolonialism --- Political science --- Anti-imperialist movements --- Caesarism --- Chauvinism and jingoism --- Militarism --- Aboriginal children --- Native children --- Children --- Great Britain --- British Empire --- Colonies. --- Imperialism and Colonialism. --- World History, Global and Transnational History. --- History of Education. --- Social History. --- Teaching --- History.
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Only scant attention has been given to the issue of children’s bioethics. Even when such a discourse took place, it hardly touched upon children as social agents. In this novel work, Maya Sabatello looks at the “body politics” of religious and cultural medical practices - from “harmful traditional practices” to genetic engineering. Building on literature from medical anthropology, cultural studies, disability studies, social sciences, and law, she explores the international discourse on children’s bioethics from a previously uncharted child-centered approach. In light of the existing multiculturalism, she contends that in the discourse on children's bioethics, not only must the medical, social and, anthropological nexus of the child be taken into account, but that incorporating identity claims into the legal discourse is also essential for the child’s voice to be heard.
Children --Health and hygiene. --- Children --Legal status, laws, etc. --- Indigenous children --Legal status, laws, etc. --- Medical ethics. --- Children --- Indigenous children --- Medical ethics --- Law, General & Comparative --- Law, Politics & Government --- Legal status, laws, etc --- Health and hygiene --- Traditional child rearing. --- Health and hygiene. --- Legal status, laws, etc. --- Bioethics --- Enfants --- Enfants autochtones --- Ethique médicale --- Bioéthique --- Droit --- Santé et hygiène --- Traditional child rearing --- Biomedical ethics --- Clinical ethics --- Ethics, Medical --- Health care ethics --- Medical care --- Medicine --- Professional ethics --- Nursing ethics --- Social medicine --- Child health --- Health of children --- Puericulture --- Pediatrics --- Aboriginal children --- Native children --- Child welfare --- Moral and ethical aspects --- Care and hygiene --- Health --- Hygiene --- Law and legislation --- Law
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This edited collection by leading Australian Aboriginal scholars uses data from the Longitudinal Study of Indigenous Children (LSIC) to explore how Aboriginal and Torres Strait Islander children are growing up in contemporary Australia. The authors provide an overview of the study, including the Indigenous methodological and ethical framework which guides the analysis. They also address the resulting policy ramifications, alongside the cultural, social, educational and family dynamics of Indigenous children’s lives. Indigenous Children Growing Up Strong will be of interest to students and scholars in the areas of sociology, social work, anthropology and childhood and youth studies.
Social sciences. --- Childhood. --- Adolescence. --- Social groups. --- Ethnicity. --- Social Sciences. --- Ethnicity Studies. --- Sociology of Family, Youth and Aging. --- Childhood, Adolescence and Society. --- Indigenous children --- Families --- Indigenous peoples --- Aboriginal peoples --- Aborigines --- Indigenous populations --- Native peoples --- Native races --- Family --- Family life --- Family relationships --- Family structure --- Relationships, Family --- Structure, Family --- Aboriginal children --- Native children --- Social aspects --- Social conditions --- Adivasis --- Ethnology --- Social institutions --- Birth order --- Domestic relations --- Home --- Households --- Kinship --- Marriage --- Matriarchy --- Parenthood --- Patriarchy --- Children --- Ethnic identity --- Group identity --- Cultural fusion --- Multiculturalism --- Cultural pluralism --- Family. --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Life cycle, Human --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Development
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This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.
Literacy. --- Education. --- Children. --- Early childhood education. --- Educational sociology. --- Childhood Education. --- Early Childhood Education. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Illiteracy --- General education --- Aims and objectives --- Indigenous children --- Reading. --- Reading --- Language arts --- Elocution --- Aboriginal children --- Native children --- Study and teaching --- Education - Language - Literacy. --- Educació --- Aborígens australians --- Infants --- Lectura --- Austràlia
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