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The Resource "They givin' us headaches and makin' us cry" : Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla, Serene Fernando

"They givin' us headaches and makin' us cry" : Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla, Serene Fernando

Work
Publication
Extent
124 leaves
Note
"November 2004"
Contents
  • Introduction
  • Literature review : Indigenous educational disadvantage; Why do Indigenous kids struggle in the Western education system?; Family socialisation; Historical aspects; Aboriginal resistance; Two separate worlds for the Indigenous students; School evironment; Poverty; Education is the key to better health; Why is grassroots consultation important?
  • Research methodology: Participatory action research; Ethnography & participant observation; Target group; Participant recruitment strategy; Research instruments; Ethical considerations
  • Telling the story of community life: Community background: History of Toomelah; History of Boggabilla; The local Aboriginal population; Mission days
  • The local history of race relations: Goondiwindi race riots; The Einfled Inquiry; History of Boggabilla School; NSW Government previously endorsed racial discrimination in the schools; The battle of Boobera Lagoon
  • Classroom dynamics: The power struggle: A bloody contest; Teacher assaulting student; Student attacking teacher; Teacher intimidating student; Teachers making nasty comments; Teachers too growly
  • Gender group dynamics: married up too young
  • Low expectations of students: the teacher's attitudes; "We had no teacher"; Distractions in the class - they muck up!
  • Low expectations: the teacher's comments: Lack of student attendance and continuous catch-up work; Repeating school work and other students getting bored; Disruptive classroom environment; Students don't value education; Students are always behind; Big noting - peer pressure
  • School dynamics: What are the young adults saying? : fighting; Social life and substances : "I missed the bus"; "They (young people) reckon they don't need school; Determined to finish year 12
  • Research outcome: - 7 day action plan: Changing the behaviour pattern; Gone walkabout; Being called for behaviour; Lack of parental discipline; Parents need to take greater responsibility for their children; School's role is crossing into family life
  • Bureaucratic factors: revolving door of teachers and students: inexperienced teachers; Getting brownie points; People in positions who don't want to be there
  • Cultural education: untold stories of culture: How is Aboriginal culture, the Church and State conflicting with education?; Gettin' knocked for bringing the language back; They (students) demand it!; "They (elders) had to be qualified teachers"; "Unqualified elders"; "They (elders) won't talk"
  • Community dynamics: Community's perception of the school: "Distrust for education"; Parents reckon the teachers cannot teach; "In their eyes it's not broken"
  • School's perception of community life: an entrenched system
  • Children taking on adult roles: Downward spiral; Staying home to baby-sit; Sexual abuse; Youth suicide
  • Why bother: aspirations of students / family role model : Staying home on pay day (pension day); Social dynamics between the students; Not looking outside the circle
  • Conclusion : CDEP; Second class society; Racism in Gundy; On the path of self-determination; Paternalistic solutions; The icy old morgue; Inappropriate training courses; Tall poppies; Grief and loss in community
  • In the comfort zone: "Blacks are here (bottom) and up here (top) are the white fellas"; Isolated view of the world; Providing purpose in life
Instance
Label
"They givin' us headaches and makin' us cry" : Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla
Title
"They givin' us headaches and makin' us cry"
Title remainder
Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla
Statement of responsibility
Serene Fernando
Creator
Subject
Language
eng
http://library.link/vocab/creatorName
Fernando, Serene
Dissertation note
Thesis - Honours (Bachelor of Applied Health Science (Indigenous Health)) -- University of Queensland, Centre for Indigenous Health
Index
no index present
Literary form
non fiction
http://library.link/vocab/subjectName
  • Community and school
  • Community and school
  • Classroom environment
  • Classroom environment
  • Aboriginal Australians
  • Aboriginal Australians
Label
"They givin' us headaches and makin' us cry" : Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla, Serene Fernando
Instantiates
Publication
Note
"November 2004"
Bibliography note
Bibliography: leaves 103-107
Contents
Introduction -- Literature review : Indigenous educational disadvantage; Why do Indigenous kids struggle in the Western education system?; Family socialisation; Historical aspects; Aboriginal resistance; Two separate worlds for the Indigenous students; School evironment; Poverty; Education is the key to better health; Why is grassroots consultation important? -- Research methodology: Participatory action research; Ethnography & participant observation; Target group; Participant recruitment strategy; Research instruments; Ethical considerations -- Telling the story of community life: Community background: History of Toomelah; History of Boggabilla; The local Aboriginal population; Mission days -- The local history of race relations: Goondiwindi race riots; The Einfled Inquiry; History of Boggabilla School; NSW Government previously endorsed racial discrimination in the schools; The battle of Boobera Lagoon -- Classroom dynamics: The power struggle: A bloody contest; Teacher assaulting student; Student attacking teacher; Teacher intimidating student; Teachers making nasty comments; Teachers too growly -- Gender group dynamics: married up too young -- Low expectations of students: the teacher's attitudes; "We had no teacher"; Distractions in the class - they muck up! -- Low expectations: the teacher's comments: Lack of student attendance and continuous catch-up work; Repeating school work and other students getting bored; Disruptive classroom environment; Students don't value education; Students are always behind; Big noting - peer pressure -- School dynamics: What are the young adults saying? : fighting; Social life and substances : "I missed the bus"; "They (young people) reckon they don't need school; Determined to finish year 12 -- Research outcome: - 7 day action plan: Changing the behaviour pattern; Gone walkabout; Being called for behaviour; Lack of parental discipline; Parents need to take greater responsibility for their children; School's role is crossing into family life -- Bureaucratic factors: revolving door of teachers and students: inexperienced teachers; Getting brownie points; People in positions who don't want to be there -- Cultural education: untold stories of culture: How is Aboriginal culture, the Church and State conflicting with education?; Gettin' knocked for bringing the language back; They (students) demand it!; "They (elders) had to be qualified teachers"; "Unqualified elders"; "They (elders) won't talk" -- Community dynamics: Community's perception of the school: "Distrust for education"; Parents reckon the teachers cannot teach; "In their eyes it's not broken" -- School's perception of community life: an entrenched system -- Children taking on adult roles: Downward spiral; Staying home to baby-sit; Sexual abuse; Youth suicide -- Why bother: aspirations of students / family role model : Staying home on pay day (pension day); Social dynamics between the students; Not looking outside the circle -- Conclusion : CDEP; Second class society; Racism in Gundy; On the path of self-determination; Paternalistic solutions; The icy old morgue; Inappropriate training courses; Tall poppies; Grief and loss in community -- In the comfort zone: "Blacks are here (bottom) and up here (top) are the white fellas"; Isolated view of the world; Providing purpose in life
Dimensions
30 cm.
Extent
124 leaves
Governing access note
Open access - reading. Open copying for private study (in accordance with Copyright Act 1968), closed quotation. Not for Inter-Library Loan
Other physical details
illustrations
Label
"They givin' us headaches and makin' us cry" : Aboriginal education and the future health and community wellbeing of Toomelah and Boggabilla, Serene Fernando
Publication
Note
"November 2004"
Bibliography note
Bibliography: leaves 103-107
Contents
Introduction -- Literature review : Indigenous educational disadvantage; Why do Indigenous kids struggle in the Western education system?; Family socialisation; Historical aspects; Aboriginal resistance; Two separate worlds for the Indigenous students; School evironment; Poverty; Education is the key to better health; Why is grassroots consultation important? -- Research methodology: Participatory action research; Ethnography & participant observation; Target group; Participant recruitment strategy; Research instruments; Ethical considerations -- Telling the story of community life: Community background: History of Toomelah; History of Boggabilla; The local Aboriginal population; Mission days -- The local history of race relations: Goondiwindi race riots; The Einfled Inquiry; History of Boggabilla School; NSW Government previously endorsed racial discrimination in the schools; The battle of Boobera Lagoon -- Classroom dynamics: The power struggle: A bloody contest; Teacher assaulting student; Student attacking teacher; Teacher intimidating student; Teachers making nasty comments; Teachers too growly -- Gender group dynamics: married up too young -- Low expectations of students: the teacher's attitudes; "We had no teacher"; Distractions in the class - they muck up! -- Low expectations: the teacher's comments: Lack of student attendance and continuous catch-up work; Repeating school work and other students getting bored; Disruptive classroom environment; Students don't value education; Students are always behind; Big noting - peer pressure -- School dynamics: What are the young adults saying? : fighting; Social life and substances : "I missed the bus"; "They (young people) reckon they don't need school; Determined to finish year 12 -- Research outcome: - 7 day action plan: Changing the behaviour pattern; Gone walkabout; Being called for behaviour; Lack of parental discipline; Parents need to take greater responsibility for their children; School's role is crossing into family life -- Bureaucratic factors: revolving door of teachers and students: inexperienced teachers; Getting brownie points; People in positions who don't want to be there -- Cultural education: untold stories of culture: How is Aboriginal culture, the Church and State conflicting with education?; Gettin' knocked for bringing the language back; They (students) demand it!; "They (elders) had to be qualified teachers"; "Unqualified elders"; "They (elders) won't talk" -- Community dynamics: Community's perception of the school: "Distrust for education"; Parents reckon the teachers cannot teach; "In their eyes it's not broken" -- School's perception of community life: an entrenched system -- Children taking on adult roles: Downward spiral; Staying home to baby-sit; Sexual abuse; Youth suicide -- Why bother: aspirations of students / family role model : Staying home on pay day (pension day); Social dynamics between the students; Not looking outside the circle -- Conclusion : CDEP; Second class society; Racism in Gundy; On the path of self-determination; Paternalistic solutions; The icy old morgue; Inappropriate training courses; Tall poppies; Grief and loss in community -- In the comfort zone: "Blacks are here (bottom) and up here (top) are the white fellas"; Isolated view of the world; Providing purpose in life
Dimensions
30 cm.
Extent
124 leaves
Governing access note
Open access - reading. Open copying for private study (in accordance with Copyright Act 1968), closed quotation. Not for Inter-Library Loan
Other physical details
illustrations

Subject

Library Locations

    • Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)Borrow it
      51 Lawson Cres, Acton, ACT, 2601, AU
      -35.292556 149.118617

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