Aboriginal And Torres Strait Islander Epistemologies And Worldviews Assignment Sample

1. Introduction

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This assignment's main purpose is to develop a report on “Aboriginal and Torres Strait Islander Epistemologies and Worldviews”. In this aspect, a brief discussion of historical constructs of childhood and their influences, strategies for developing resilience, western notions and social justice, aboriginal and Torres Strait Islander Epistemologies and Worldviews, Contemporary challenges experienced by Aboriginal and Torres Strait Islanders, Promotion of children's rights has been taken under considerations. Finally considering researches all aspects a short note on the conclusion has been outlined here. 

2. Childhood historical construct in Australia

Wright et al., (2021) opined that Aboriginal and Torres Strait Islander children encounter usual challenges at an early Age, originating from the historical framing of their childhood, systematic inequalities, and the requirement for culturally responsive strategies. Resilience, the capacity to tribe and adapt to troubled experiences is essential for those children to eliminate socioeconomic, health and educational disparities that they often face. On the contrary Cleland & Shepard Masocha, (2020) opined that Australian childhood historical construction has had a deep influence on current early childhood Curricula and systems. The most meaningful result is the Stolen Generation legacy, a dark duration within Australian history in which Aboriginal children were forcibly Terminated from their society and society. This policy, forced by assimilations and colonial ideologies, severely diminished cultural continuity and Indigenous family structure. The loss and trauma felt by Indigenous children, and they are society during the era of the Stolen Generations resumes to resonate today. Gwynn et al., (2019) stated that Current early curricula and childhood systems must scuffle with the lingering consequences of this document's mistreatment. For indigenous children, this suggests starting an education strategy that frequently fails to completely recognise their cultural worldview and backgrounds. In reply to these historical buildings, majors have been made to contain Indigenous standpoints, speeches and cultural practices in early boyhood education. However, the state of Stolen Generation emphasises the ongoing demand for culturally responsive practices, trauma, informed supervision and the energetic participation of Indigenous residents in shaping youth strategies and curricula. Identifying the recorded figures of youth Is vital to managing the differences and challenges faced by Indigenous children and creating more honest and inclusive education settings.

3. Aboriginal and Torres Strait Islander Epistemologies and Worldviews

Aboriginal and Torres Strait Islander epistemology and worldview are profoundly embedded in a deep and holistic experience of the world, framed by rich cultural heritage millennia as well as lands spiritual connection (Mendes et al., 2021). This epistemology and worldview differ from the Western paradigm and deliver remarkable insight into all living things' identity, knowledge, and interconnectedness. Central to aboriginal epistemology is the notion of land as a source of spirituality, identity, and knowledge. Land acts as a living commodity that poses its own song, wisdom and stories. There are cultural depends in oral storytelling that act as a passing knowledge instrument from generation to generation (Hemming et al., 2019). This story conveys vital cultural and moral lessons. This experience helps the children to share their responsibility for making a contribution to community security, confidence and trust. They possess a spiritual connection to ancestral belongings and their land. The belief impacts their cultural practices, ethics and decision-making procedure. As a result, the children also possess a powerful sense in that they trust other people with feel confident. 

4. Challenges faced by Aboriginal and Torres Strait Islanders

These challenges influence several aspects of their lives, including Cultural preservation, social health, economic well-being and education.

Health disparities

Indigenous people face significantly limited health outcomes with maximum chronic disease rate, shorter life expectancies and mental health challenges. Historical trauma along with Quality health services access leads towards Health disparities (Smith et al., 2020). Aboriginal children often experience limited educational resources, attainment and higher absenteeism rates with lower numeracy and literacy levels as compared to their non-indigenous people. These differences are connected to several factors such as quality education, limited access to curriculum, cultural insensitivity and indigenous teachers shortage.

Economic disadvantage

Poverty and the high unemployment rate are also common factors for creating challenges among Indigenous people (Allen et al., 2021). They also possess limited economic scope, including entrepreneurship and job that hinders their economic and social development.

Displacement and cultural identity challenge

The forced removal from their own land creates a loss of their cultural identity (Temple et al., 2020). The stolen generation practices also impacted their language laws, cultural erosion and land dispossession which remained important challenges.

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Limited child service distribution

Children's service distributions' main focus is on Australian people’s well-being

Figure 1: Child services distribution by variety and state in Australia as of 2020

(Source: Statista, 2023)

The above report represents Child services distribution by variety and state in Australia as of 2020. The report represents New South Wales 59% of child care services act as long day care services that is the highest percentage of daycare services as compared to the other Australian territories and states (Statista, 2023). However, this service distribution lack is noticed for the ATSIC.

Mental health Challenges and well-being

Discrimination, socio-economic disparities and historical trauma possess a high contribution in developing mental health challenges for ATSIc people that often lead them towards suicide (Allen et al., 2021). 

Identifying these challenges needed a comprehensive strategy that included culturally sensitive policies, developed access to education and health care, economic development approaches and reconciliation commitment with empowerment. 

5. Strategies to construct resilience within Aboriginal and Torres Strait Islander children

Rogers, (2023) opined that Resilience within Aboriginal and Torres Strait Islanders' gender essential quality that permits them to guide specific challenges that they experience, including social disparities, cultural identity challenges, and historical trauma. Developing resilience include studying cultural pride while balancing powerful connection with their tradition and colony. It is also incorporated with identifying the historical injustice that has influenced them. In order to develop resilience, several strategies are taken, those are as follows

Cultural inclusivity and competency

In order to develop resonance, premature childhood, institutions and education need to be culturally competent. This includes proper acknowledgement with respecting Indigenous children’s language and cultural diversity (Gwynn et al., 2019). Including helps in maintaining entire children’s cultural background with feeling accepted and valued within the educational circumstances.

Community and family engagement

In order to develop resilience within the Indigenous children needed powerful connection with their communities and families. Early childhood instructor needs to develop collaborative approaches that are helpful in respecting their tradition and knowledge (Rogers, 2023). This collaborative strategy is in problem through the app, original and tourist state, slender world view that values community and collectivism support.

Adaptation of Aboriginal and Torres Strait Islander children placement principle (ATSICPP)

Gray (2021) opined that the agency of AICCA included this principle in the year 1970 to develop resilience for indigenous children. This principle mainly prioritised the Indigenous children's placement within their families, communities and kinship network while fostering a powerful cultural identity, sense and connection. Through balancing cultural support and continuity of children within their cultural aspect, this principal helped to enhance their respect for inherent Indigenous community rights and Children develop resilience. It is also helpful in reducing the trauma experienced by indigenous children by removing them from their own families.

Beside those approaches, they can also adopt a strength-based strategy culturally responsive Curricula and trauma-informed care. That is helpful in emphasising their empowerment, trust, collaboration, safety, and cultural competency.

6. Promotion of children's rights

Implementing Children's Rights and an anti-bias approach is also helpful in maintaining early childhood education while developing an equitable and inclusive environment. Even Australia signed the Convention on the Rights of the Children in the year 1990 (Battams et al., 2021). However, they do not possess any legislation to protect the rights of children. That demonstrated an individual states and territories of Australia Possess different children's rights laws. In order to provide their children with proper rightThe Australian government can adopt the International on Children's Rights. 

Figure 2: United Nations Convention on Children right

(Source: Snaicc, 2019)

With the adaptation of this legislation, they can provide equal education scope by advocating for practices and policies. This is also helpful in identifying disparities in teacher-quality curriculum content and resources. Additionally, incorporated experience and diverse perspectives are also important provided through this curriculum (Snaicc, 2019). That is helpful in celebrating and recognising linguistics, Cultural and diversity Identity of the children with first starring belonging scenes. Besides that, adopting anti-bias education policy helps in identifying prejudice and stereotype actions. This is also helpful in providing learning on appropriate appreciation, distinction and respect for each child’s ride with Understanding their value.

7. Conclusion

In conclusion, it can be stated that developing ATSIC children’s resilience is a multifunctional endeavour that needs in-depth knowledge of their childhood historical construction as well as the cultural sensitivity of the community. The historical injustice effect, especially those of the stolen Gerson, continues to resonate through modern early childhood curricula and systems. The system needs to actively engage with those people's epistemology and worldview by recognising cultural connection, strength, based approach and community engagement importance. Due to their historical trauma, they also face some challenges, such as education in equities, Overrepresentation, health disparities and economic disadvantage that highlighted the requirement of comprehensive reconciliation approaches and policy reforms. In order to mitigate these challenges Implementing the rights of children can also help. That also helps in developing inclusive and positive educational circumstances that value their respect and diversity.

8. References

• Allen, B., Canuto, K., Evans, J. R., Lewis, E., Gwynn, J., Radford, K., Delbaere, K., Richards, J., Lovell, N., Dickson, M., & Macniven, R. (2021). Facilitators and Barriers to Physical Activity and Sport Participation Experienced by Aboriginal and Torres Strait Islander Adults: A Mixed Method Review. International Journal of Environmental Research and Public Health, 18(18), 9893. https://doi.org/10.3390/ijerph18189893
• Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying Crime Prevention and Health Promotion Frameworks to the Problem of High Incarceration Rates for Aboriginal and Torres Strait Islander Populations: Lessons from a Case Study from Victoria. International Indigenous Policy Journal, 12(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208
• Cleland, A., & Shepard Masocha. (2020). Centring aboriginal epistemologies: Development of a 3D simulation for social work education. Advances in Social Work, 21(2), 8–21.
• Gray, P. (2021). Beyond placement: Realising the promise of the Aboriginal and Torres Strait Islander Child Placement Principle. Judicial Officers Bulletin, 33(10), 99-106.
• https://search.informit.org/doi/abs/10.3316/informit.20211122057133
• Gwynn, J., Sim, K., Searle, T., Senior, A., Lee, A., & Brimblecombe, J. (2019). Effect of nutrition interventions on diet-related and health outcomes of Aboriginal and Torres Strait Islander Australians: a systematic review. BMJ Open, 9(4), e025291. https://doi.org/10.1136/bmjopen-2018-025291
• Hemming, S., Rigney, D., Bignall, S., Berg, S., & Rigney, G. (2019). Indigenous nation building for environmental futures: Murrundi flows through Ngarrindjeri country. Australasian Journal of Environmental Management, 26(3), 216–235. https://doi.org/10.1080/14486563.2019.1651227
• Mendes, P., Standfield, R., Saunders, B., McCurdy, S., Walsh, J., & Turnbull, L. (2021). Aboriginal and Torres Strait Islander (Indigenous) young people leaving out-of-home care in Australia: A national scoping study. Children and Youth Services Review, 121(121), 105848. https://doi.org/10.1016/j.childyouth.2020.105848
• Rogers, J. (2023). Towards an Indigenous literature re-view methodology: Aboriginal and Torres Strait islander boarding school literature. Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00654-4
• Smith, J. A., Merlino, A., Christie, B., Adams, M., Bonson, J., Osborne, R., Judd, B., Drummond, M., Aanundsen, D., & Fleay, J. (2020). “Dudes Are Meant to be Tough as Nails”: The Complex Nexus Between Masculinities, Culture and Health Literacy From the Perspective of Young Aboriginal and Torres Strait Islander Males – Implications for Policy and Practice. American Journal of Men’s Health, 14(3), 155798832093612. https://doi.org/10.1177/1557988320936121
• Snaicc. (2019). Aboriginal and Torres Strait Islander Child Rights RepoRt CaRd. https://www.snaicc.org.au/wp-content/uploads/2015/12/02918.pdf
• Statista. (2023). Australia: child care services by type and state 2020. Statista. https://www.statista.com/statistics/1098939/australia-share-of-child-care-services-by-type-and-state/
• Temple, J. B., Wilson, T., Taylor, A., Kelaher, M., & Eades, S. (2020). Ageing of the Aboriginal and Torres Strait Islander population: numerical, structural, timing and spatial aspects. Australian and New Zealand Journal of Public Health, 44(4), 271–278. https://doi.org/10.1111/1753-6405.13001
• Wright, M., Lin, A., O’Connell, M., Bullen, J., & Flavell, H. (2021). Understanding and working with different worldviews to co-design cultural security in clinical mental health settings to engage with Aboriginal and Torres Strait Islander clients. Primary Health Care Research & Development, 22. https://doi.org/10.1017/s1463423621000499