ORCID Profile
0000-0002-0237-1513
Current Organisation
University of Tasmania
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Publisher: SAGE Publications
Date: 06-07-2021
Abstract: Indigenous fathers play a central role in the lives of Indigenous children growing up strong. For Australia’s Indigenous people, growing strong includes the possession of heightened levels of health, education and cultural knowledge. This article focuses on Indigenous fathers and how they understand the importance of sharing cultural activities with their children. We argue that the sharing of Indigenous cultural practices, and the subsequent telling of this narrative, are key enablers for Indigenous fathers to assist their families to flourish. We analyse qualitative data from the Longitudinal Study of Indigenous Children to explore what components/aspects of Indigenous culture fathers perceive will assist children to strongly mature, how culture is transmitted, and what barriers fathers face in this process. Results show that according to participants, learning about culture, family and identity are components to helping children prosper, with collecting food the most common activity used to achieve this end.
Publisher: Informa UK Limited
Date: 17-05-2023
Publisher: Informa UK Limited
Date: 09-12-2021
Publisher: Cambridge University Press (CUP)
Date: 02-09-2019
DOI: 10.1017/JIE.2019.13
Abstract: Abstract Aboriginal Education Workers (AEWs) are utilised by primary and secondary schools to improve components of success for Aboriginal students, liaise with their families and the Aboriginal community and contribute to developing and promoting an Aboriginal pedagogy. Despite the challenging role of decolonising the school environment, the important work undertaken by AEWs can be misunderstood and underappreciated by the Western school system. This paper aims to measure the influence of AEWs on Aboriginal culture within schools using quantitative data from Wave 7K Cohort of the Longitudinal Study of Indigenous Children. Results show that there is a positive impact on Aboriginal culture within schools through having an AEW present all or some of the time. For Aboriginal children to grow up strong, employment of an AEW is important to decolonise the school environment and provide a holistic education.
Publisher: Oxford University Press
Date: 18-03-2022
DOI: 10.1093/OXFORDHB/9780197528778.013.24
Abstract: This chapter argues that Australian settler-colonial masculinity needs to be decolonized for Aboriginal and Torres Strait Islander men to freely express themselves and feel valued. For Aboriginal and Torres Strait Islander men, settler-colonial masculinity is toxic. Generally, it subordinates or marginalizes those who do not possess particular traits and qualities, or who exhibit behaviors deemed other than ideal, and this is problematic. However, for Aboriginal and Torres Strait Islander men, even when these desirable characteristics are possessed, settler-colonial masculinity continues to alienate and disempower. By decolonizing Australian settler-colonial masculinity to incorporate Indigenous worldviews, Aboriginal and Torres Strait Islander men will gain greater freedom to express masculinities that are valued. To begin this process, this chapter looks toward the challenges and successes of other social movements aiming to contest gender relations, and the power held by White heteropatriarchy. Based on their experiences, this chapter proposes that the decolonization of settler-colonial masculinity can be achieved by applying an intersectional approach, by Aboriginal and Torres Strait Islander men using strategic essentialism, eliciting support from and working with allies to enhance social change, and educating about the marginalization of Aboriginal and Torres Strait Islander identities.
Publisher: SAGE Publications
Date: 20-05-2020
Abstract: Aboriginal and/or Torres Strait Islander men have the worst health of any group in Australia. Despite this, relevant policies do not specifically explain how the issue will be improved. Existing research demonstrates the complexity of the problems facing Australian Indigenous men. The intersection of masculinity and Indigeneity, compounded by colonisation, historical policies, stigma, marginalisation, trauma, grief and loss of identity are key factors that shape these poor health outcomes. These outcomes are acknowledged in federal and some state government policies but not implemented. The article argues for a holistic and decolonised approach to Australian Aboriginal men’s health. Effective models of intervention to improve men’s health outcomes include men’s health clinics, men’s groups, Men’s Sheds, men’s health c s/bush adventure therapy, fathering groups and mentoring programs. Further research needs to be undertaken, with a greater emphasis on preventative health measures, adequate specific funding, culturally and gender appropriate responses to health, and government policy development and implementation covering Aboriginal male health.
Publisher: Elsevier BV
Date: 04-2023
Publisher: Cambridge University Press (CUP)
Date: 24-09-2020
DOI: 10.1017/JIE.2020.28
Abstract: Abstract This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term ‘primary caregiver’ in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teacher's expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.
Publisher: Wiley
Date: 28-10-2020
DOI: 10.1002/AJS4.141
Abstract: Indigenous Data Sovereignty, in its proclamation of the right of Indigenous peoples to govern the collection, ownership, and application of data, recognises data as a cultural and economic asset. The impact of data is magnified by the emergence of Big Data and the associated impetus to open publicly held data (Open Data). Aboriginal and Torres Strait Islander peoples, families and communities, heavily overrepresented in social disadvantage–related data will also be overrepresented in the application of these new technologies, but in a data landscape, Indigenous peoples remain largely alienated from the use of data and its utilization within the channels of policy power. Existing data infrastructure, and the emerging Open Data infrastructure, neither recognise Indigenous agency and worldviews nor consider Indigenous data needs. This is demonstrated in the absence of any consideration of Indigenous data issues in Open Data discussions and publication. Thus, while the potential benefits of this data revolution are trumpeted, our marginalised social, cultural and political location suggests we will not share equally in these benefits. This paper discusses the unforeseen (and likely unseen) consequences of the influence of Open Data and Big Data and discusses how Indigenous Data Sovereignty can mediate risks while providing pathways to collective benefits.
Publisher: Cambridge University Press (CUP)
Date: 27-01-2020
DOI: 10.1017/JIE.2019.26
Abstract: Abstract Self-concept is recognised as useful in facilitating understanding of the development of resilience, academic achievement and social and emotional maturity in children. This framework is valuable for studying minorities such as Indigenous children, for who a positive self-concept is a means of bolstering resilience and mitigating the inherited structural disadvantages of colonisation. This paper aims to understand the academic self-concept of Indigenous children in Australia through analysis of univariate, bivariate and multivariate data of Indigenous children aged 9.5–11 years from the Longitudinal Study of Indigenous Children Wave's 7 K Cohort. Results show overall positive levels of Indigenous children's self-perception at school. Further, factors such as level of relative isolation, teacher perception, peer relationships, feedback from mother and contact with community leaders and Elders is positively associated with Indigenous children's schooling mathematic and reading self-concepts. Ensuring that Indigenous students are supported by community, peers and parents, immersed in their culture and are recognised and supported by their teachers can alleviate the undesirable effects that structural inequalities may have on their academic self-concept.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 11-05-2020
No related grants have been discovered for Jacob Prehn.