1.30 pm Thursday July 12

Speaker 1: Lyndon Reilly, Health Equalities Promotion Unit, Department of Psychiatry, University of Queensland

Title:  North Queensland Health Equalities Promotion Unit’s Quantitative and Qualitative Research Projects Enmeshed in the Principles of the Family Well-Being Empowerment Program

Abstract:

The Family Well Being program and Men’s Group Empowerment Programs have been active in Alice Springs , as well as Yarrabah and Hope Vale, Aboriginal communities in Far North Queensland over the past several years. The aim of these programs is to help people develop skills to take more control of their lives and situations.

The qualitative Priority Driven Research (PDR) project aims to, through community engagement, enhance the health and well-being of people with mental health disorders, through empowering consumer, families/carers and communities, in the health and well-being decision making process and, determine better mental health service delivery outcomes. The PDR project is directed by five strategic steps, with step one Two- way understanding being completed in both Yarrabah and Hope Vale late 2006, the five strategic steps are;

1.   EXPLORE INDIVIDUAL KNOWLEDGE - gaining a two-way understanding

2. DEVELOP AND APPLY APPROPRIATE MESSAGES – providing feedback of the information from step 1

3. EMPOWERING GROUPS – encouraging people to come together and discuss issues 

4. WORK TOWARDS EARLY INTERVENTION & RELAPSE PREVENTION – Helping people who have long term mental illness to stay healthy and work towards recovery.

5. MONITORING AND EVALUATING PROGRESS – careful monitoring and evaluation throughout the project, to move forward

The quantitative Tools Packet research project aims to, through community engagement, gauge individuals, groups, communities and structural level of empowerment, and through measuring the process of change, participants’ exposure to the Family Well Being Empowerment program. Therefore, based on what has been said, there is a need for an easier way to help ‘measure’ change through time; this change can be called program outcomes. It is argued, if we can’t measure outcomes, programs such as empowerment programs, probably won’t keep getting funding since the government and other funding agencies won’t be certain that good changes are happening because of the program.

The Tools Packet in its current form, supported by a Tree of Empowerment; six steps pathway to empowerment poster, will start to measure the progress of Family well being empowerment program participants. Further on down the track, the tools packet aims to be utilised to measure community empowerment, evaluate other intervention programs such as drugs and alcohol, and to provide evidence that empowerment programs are cost beneficial in regards to the health and well-being of individuals, families and communities. 

Speaker 2:  Dr Veronica Arbon

Title:  Indigenous Research – Aboriginal knowledge creation

Abstract:

Like tertiary education, research is a critical tool in Indigenous futures.  There is need for caution however, as outcomes may be useless if not approached from within own knowledge - the Arabana Ularaka in the case of the author.  Most critical is the clarity for doing that can be provided by Elders and peers as one engages experiences and interprets to understand in a complex and paradoxical world. This is about Indigenous authority and vision.  Meyer (2003, p61) a powerful Indigenous scholar of Hawaii states, “It’s time…the world needs our clarity and we need our own”.  This paper in discussing the importance of Indigenous knowledge outlines a research approach in a doctoral study.  © Dr Veronica Arbon

2.45 pm Thursday July 12

Speaker 1: Dr Laura Brearley, RMIT University

Title:   The Cross-Institutional Indigenous Research Project: A Proposal for a Collaborative Approach to the Development of Indigenous Researchers

Abstract

This paper presents a proposal to support the development of Indigenous researchers through a model of collaboration between universities and between the university and TAFE Sectors. The proposal for a Cross-Institutional Indigenous Research Project advocates the development of a collaborative infrastructure of learning support designed to:

·        Support the development of a high profile generation of Indigenous researchers;
·        Incorporate Indigenous ways of knowing into the research process;
·        Provide a staff development infrastructure about ways of working between Indigenous and non-Indigenous knowledge systems; and
·        Celebrate and revitalise Aboriginal and Torres Strait Islander culture.

The Cross-Institutional Indigenous Research Project can be framed as both an educational and a leadership development initiative.

Speaker 2:  Michelle Dickson, Department of Psychology, Macquarie University , NSW

Title:  Locating yourself in research – journeying with curiosity and creating ways of researching that feel right, feel good!

Abstract:

“Doing research” has far more meaning when it feels right, feels good. Indigenous researchers are challenging dominant research methodologies through creative, inspirational new ways of working with research. This paper tells the story of my ongoing research journey, with all of its challenges and triumphs. It connects my current research methodologies with my cultural background, my family history! Finding ways of moving away from the expected, dominant Western research paradigms into a more comfortable way of working is always at the forefront of my research processes. No longer am I restrained by collecting a data set, instead I am energized by blending visual and narrative data.  For this Indigenous researcher, it is all about positioning yourself with and in the research, so it feels right, feels good!

Speaker 3: Robyn Ober & Melodie Bat, Batchelor Institute of Indigenous Tertiary Education

Title:  Defining ‘both-ways’ and translating it into Batchelor Institute Practice

Abstract:

Robyn Ober and Melodie Bat are lecturers and mid-career researchers working with Batchelor Institute. This year they have undertaken a research project – “Defining ‘both-ways’ and translating it into Batchelor Institute practice”. As part of this work, Robyn and Melodie have had to reflect on their own working relationship as Indigenous and non-Indigenous researchers. This presentation will provide insight and some guiding principles for working together ethically when researching within the ‘both-ways’ framework. This presentation will use the personal and professional experience of two committed and passionate educators in order to explore the goal of self-empowerment for Indigenous researchers.

3.30 pm Thursday July 12 

Speaker 1: Sarah Holcombe, Kate Lawrence and Margaret Orr 

Title:  Desert Knowledge CRC and Waltja Research Nintiringtjaku collaboration

Abstract:

This presentation offers 3 perspectives on a collaborative approach to research and research training. This comes from the collaboration between the Desert Knowledge CRC (DK CRC) and the Waltja Tjutangku Palyapayi  Aboriginal Association (Waltja). The perspectives will be from DK CRC, Waltja as a training provider and a Waltja researcher perspective.

The DK CRC perspective presents the story of the DK CRC's engagement with Waltja as this grew out of the "Collaboration Project" and the relationship between the Centre for Appropriate Technology (a DK CRC centre partner) and Waltja (a DK CRC affiliate partner). A training initiative – Research Nintirintjaku (RN) - (delivered through several workshops in 2006) was devised to develop Aboriginal livelihoods around research. Important in this training was encouraging the participants to become their communities advocates for research and develop capacity to evaluate research and act as quality controllers for research on their settlement. In some ways these are relatively long term objectives. However, importantly along the way Waltja has been invaluable in developing up relevant research tools and guides for DK CRC researchers, such as the "good manners guide" to researcher behaviour. Such material is grounded methodology that assists the DK CRC establish a standard approach to working collaboratively with original groups and settlements. Of course the other important outcome that is beginning to emerge are collaborations between RN workers and DK CRC researchers. This will be a story that can be told at next years conference. However, at this stage the largest project is an NRM project around camel management that covers a significant number of Waltja RN settlements and will provide some solid research work opportunities.  

As a registered training organisation the driving motivation for Waltja has been the desire to support Aboriginal employment and professional development in the research sector, and to gain recognition, acknowledgement  and payment for the research expertise of senior Aboriginal community leaders. The networks that waltja has throughout its Central Australian footprint capture a range of Aboriginal experience and expertise and bring these to bear on DK CRC research. Finally, the perspective of a waltja Research Nintirintjaku trainee is offered as traced through a painting. During the most recent RN workshop at CAT the Waltja Chairperson created a painting depicting her understanding of the research journey and the collaborations that she hopes will develop, and indeed have already done so."

Speaker 2: Gina Milgate and Nola Purdie, Australian Council for Educational Research

Title: Building Indigenous Capacity: The ACER Story

Abstract:

The role of education in equipping children with knowledge for life is important.  The role of education in an Indigenous person’s life is even more important.  Statistics clearly show that Indigenous people are behind their non-Indigenous counterparts when it comes to educational achievement.  These low levels of educational attainment can have a detrimental impact on the employment prospects, wellbeing, health and quality of life of young Indigenous people.  Whilst at local, state and national levels in researchers have engaged in educational research focusing on Indigenous children to drive policy to improve these outcomes, the gap between the learning outcomes of non-Indigenous and Indigenous children persists.

In order to close this gap and to see elevated and positive educational results being achieved by Indigenous children, individuals and groups with the knowledge and skills in this area need to make a commitment to advance Indigenous children to be tomorrow’s leaders in community and business environments.  This will happen through collaboration and capacity building initiatives.  The Australian Council for Educational Research (ACER) is committed to ensuring Indigenous education is core business.  This paper will illustrate how the organisation has enacted this commitment.  It will outline the capacity building strategies ACER has implemented over time and showcase how it works towards having a constructive presence in the field of Indigenous education.