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Upon further reflection, Aboriginal children will have an adverse and disproportionate impact by the recent Child Protection reform of the Children, Youth and Families Amendment (Permanent Care and Other Matters) Act 2014 (Cth). In Victoria, Aboriginal children are 12.9 times more likely to be on care and protection orders and 12.3 times more likely to be in out-of-home care in comparison with non-Aboriginal children. The Aboriginal Family Violence Prevention and Legal Service Victoria (FVPLS) state that the rate of Aboriginal child removal is now higher than at any time since white settlement (FVPLS, 2016). In June 2016, it was reported that appropriately 36 percent of all children in out of home care identified as Aboriginal or Torres Strait
Toronto: Pearson Prentice Hall. The Justice System and Aboriginal People: Child Welfare. n.d. - n.d. - n.d. The Aboriginal Justice Implementation Commission. Retrieved December 12, 2013, from http://www.ajic.mb.ca/volumel/chapter14.html.
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
The first reason youth leave home is according to Klodawsky, Aubry and Farrell, “pervasiveness of family conflict and violence”. Most street youth, including aboriginals, have been victims of disruption in their family homes, violence and abuse. A considerable amount of them reported having to live in group homes, foster care, jail or i...
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
The Aboriginal Education and Training Policy`s (AETP) (NSW DET 2008) main goal is that “Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population” (1.1.2) and includes an explicit focus on developing cultural competencies (NSW DET 2008, p.6). Establishing ‘learning partnerships’ and relationships with Aboriginal communities, including Aboriginal content within the curriculum (NSW BOS 2008, p. 2), and engagement are advocated as necessary elements to achieve this edict. Racism has been proven to be an extremely detreimental factor on all fronts, especially within the education context. To address this intolerance the Anti-Racism Policy (ARP, 2005) is committed to eradicating all forms
Australian indigenous culture is the world’s oldest surviving culture, dating back sixty-thousand years. Aboriginals and Torres Strait Islanders have been represented in a myriad of ways through various channels such as poetry, articles, and images, in both fiction and non-fiction. Over the years, they have been portrayed as inferior, oppressed, isolated, principled and admirable. Three such texts that portray them in these ways are poems Circles and Squares and Grade One Primary by Ali Cobby Eckermann, James Packer slams booing; joins three cheers for footballer and the accompanying visual text and Heywire article Family is the most important thing to an islander by Richard Barba. Even though the texts are different as ….. is/are …., while
The HREOC’s began a process called the Bringing Them Home report to help Indigenous families and victims of the Stolen Generation reconnect and to bring focus to the discrimination and illegality of stealing a child away from their family. The report suggested that the authorities should apologise for what they’ve done to the Indigenous people, help them reunite with their family, publically
The education of Aboriginal people is a challenge that has been a concern for many years and is still an issue. However, it remains the best way young people can climb out of poverty. With the colonialization and the oppression of Aboriginals, there have been many lasting side effects that continue to be affecting the Aboriginal youth today. “While retention and graduation rates have improved among urban Aboriginal population, an educational gap still remains between Aboriginal and non-Aboriginal youth in urban settings” (Donovan, 127). Many suffer from a diminished self-worth, as they do not feel valued and feel inferior to their classmates. In this essay I am going to outline the reasons Aboriginals are struggling, discuss what is being done
Aboriginal and Torres Strait Islanders continue to have the worst health out of all Australian population groups, with an extremely low life expectancy compared to that of a white Australian which is, on average, 10 years higher. An alarmingly large proportion of aboriginals are dying prematurely with 81% dying before 75, with many of these deaths being diseases linked to a high sugar diet.
Thesis Statement: Given the struggles aboriginals have had to face in Canada, the Canadian government should take action to solve the hundreds of cases of missing and murdered aboriginal women, as it will strengthen the relations between aboriginals and Canadians.
Prior to the arrival of the Europeans in Canada in the mid- to late 1600s, Aboriginal people were the original inhabitants of the Canadian land. In Canadian history, we forced our Aboriginal people to adapt to the European-Canadian culture and values. Prior to overthrowing their land and culture, the Aboriginal peoples were thriving off the natural land materialistically and financially. In years to come in response to the mistreatment of them, the Canadian government would implement what is known as the Indigenous and Northern Affairs act [1966] this act would aim to establish financial rights and benefits for the aboriginal demographic. Today in the 21st century Canada is comprised of over 1.4 million indigenous peoples (Aylsworth
A simple scheme and dedication of volunteers is helping to improve the futures of young Indigenous Australians throughout the country. Education is the key to imbuing a sense of community and respect throughout people that are Indigenous and non-Indigenous (Jacobs, 2007).
• Amnesty International: Australia- governments dismissal of UN criticism undermines hard earned credibility in human rights diplomacy.
The primarily motive is to reduce the cost of having children under constant state care. Despite this initiative, however, this policy changes faced new challenges. First, in order to ascertain the criteria in which families can be qualified to such change in services, assessment instruments should have been able to identify those factors. Apparently, such a tool is still to be developed (Dumbrill, 2006). Second, the differential response in child protection signifies its strength and its weakness. As support is mainly provided to families who had been exposed to child welfare services, it is merely restorative and residual (Zapf, 2004: 413, as cited in Maiter, S. & Stalker, 2011). It fails to prevent potential child abuse by also depriving services to new immigrants who are facing or may face risks that may result in child maltreatment. Ontario’s approach covers only to post-investigation services and does not apply to cases at investigation stages (Ministry of Children and Youth Services, 2007 as cited in Trocmé et al., 2013). Third, inter-agency collaboration creates a challenge for Children’s Aid Societies and community agencies as both faces conflicting procedural policies on information sharing. This conflict in policies prevents a holistic understanding of common clients. An overarching system was proposed to regulate the inter-agency collaboration between helping agencies. However, it is still in development as some children fall through the cracks (Dumbrill, 2006). Lastly, it was discerned that the focus of this transformation is more to strengthen the agencies instead of the stakeholders themselves. These welfare organizations denied parents
CAFCA. (2011). Working with Indigenous children, families and communities Lessons from. Melbourne: Australian Institute of Family