ORCID Profile
0000-0002-5006-4438
Current Organisations
University of Queensland
,
University of Southampton
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Publisher: The University of Queensland
Date: 15-08-2014
DOI: 10.1017/JIE.2014.2
Abstract: The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.
Publisher: Queensland University of Technology
Date: 13-07-2023
DOI: 10.5204/SSJ.2874
Abstract: Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.
Publisher: Cambridge University Press (CUP)
Date: 12-2019
DOI: 10.1017/JIE.2019.22
Publisher: Cambridge University Press (CUP)
Date: 12-2021
DOI: 10.1017/JIE.2021.6
Publisher: Elsevier BV
Date: 06-2023
Publisher: Queensland University of Technology
Date: 03-08-2021
DOI: 10.5204/SSJ.1913
Abstract: In Australia, there are numerous outreach initiatives run by universities for Indigenous high school students that attempt to elevate aspirations of Indigenous students to go to university. The theoretical case for these initiatives is strong as much data exists surrounding the barriers Indigenous students face in entering university. However, the research and evidence base for these equity programs remains largely underdeveloped and limited (Bennett et al., 2015). Drawing on findings from interviews with Indigenous university students as part of a National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship, this paper identifies what works and what areas to strengthen in Indigenous specific outreach programs. The paper concludes by discussing the development of strategies and resources to build the evidence base of effective outreach activities for Indigenous students.
Publisher: Cambridge University Press (CUP)
Date: 08-2020
DOI: 10.1017/JIE.2020.4
Publisher: Cambridge University Press (CUP)
Date: 08-2021
DOI: 10.1017/JIE.2021.3
Publisher: Cambridge University Press (CUP)
Date: 15-07-2022
Abstract: We are very pleased to bring you Volume 51. 1 of The Australian Journal of Indigenous Education. This year the journal shifted to an exciting new open-source platform with Open Journal Systems (OJS) and we are thrilled to be able to bring the AJIE to readers in an even more accessible format. We hope you enjoy this volume of the AJIE. We wish to thank the authors and reviewers for their important contributions to this volume. Many thanks to the Aboriginal and Torres Strait Islander Studies Unit in the Indigenous Engagement Division at The University of Queensland for their financial support of the journal. We are grateful to our Senior Publications Officer Sonia Nitchell for managing the import of the extensive AJIE archive onto the new platform. We look forward to continuing to bring AJIE to readers through our new open access website and ensuring that researchers in Indigenous education globally benefit from increased visibility and engagement with their scholarship. Bronwyn Fredericks, Martin Nakata, and Katelyn Barney
Publisher: The University of Queensland
Date: 25-07-2023
Abstract: We are very pleased to bring you Volume 52 Issue 1 of The Australian Journal of Indigenous Education. This year the journal celebrates its 50th anniversary! The journal has a long history beginning in 1973 as The Aboriginal Child at School. From its infancy, The Aboriginal Child at School played an important role in responding to the challenging and urgent tasks facing teachers of Aboriginal and Torres Strait Islander children through the publication of practical information and support and fostering research and publication of findings in relevant areas. In 1996 The Aboriginal Child at School was transformed into The Australian Journal of Indigenous Education and reduced to two issues per year. The decision was made to change the title as a result of feedback from educators involved in Aboriginal and Torres Strait Islander education and also to reflect a broadening of the content of the journal to include international perspectives. In 2003, coinciding with the 30th anniversary of the journal, the decision was taken to relaunch AJIE as a peer reviewed research journal. From 2012 to 2021 AJIE was published by Cambridge University Press and in 2022 AJIE began an exciting new future as a fully open access scholarly publication. This year we also welcome a new Editorial Board and we thank them for their service to the journal.
Publisher: Routledge
Date: 08-01-2016
Publisher: National Institute for Health and Care Research
Date: 06-2023
DOI: 10.3310/YTRR9821
Abstract: NHS 111 online offers 24-hour access to health assessment and triage. This study examined pathways to care, differential access and use, and workforce impacts of NHS 111 online. This study compared NHS 111 with Healthdirect (Haymarket, Australia) virtual triage. Interviews with 80 staff and stakeholders in English primary, urgent and emergency care, and 41 staff and stakeholders associated with Healthdirect. A survey of 2754 respondents, of whom 1137 (41.3%) had used NHS 111 online and 1617 (58.7%) had not. NHS 111 online is one of several digital health-care technologies and was not differentiated from the NHS 111 telephone service or well understood. There is a similar lack of awareness of Healthdirect virtual triage. NHS 111 and Healthdirect virtual triage are perceived as creating additional work for health-care staff and inappropriate demand for some health services, especially emergency care. One-third of survey respondents reported that they had not used any NHS 111 service (telephone or online). Older people and those with less educational qualifications are less likely to use NHS 111 online. Respondents who had used NHS 111 online reported more use of other urgent care services and make more cumulative use of services than those who had not used NHS 111 online. Users of NHS 111 online had higher levels of self-reported eHealth literacy. There were differences in reported preferences for using NHS 111 online for different symptom presentations. Greater clarity about what the NHS 111 online service offers would allow better signposting and reduce confusion. Generic NHS 111 services are perceived as creating additional work in the primary, urgent and emergency care system. There are differences in eHealth literacy between users and those who have not used NHS 111 online, and this suggests that ‘digital first’ policies may increase health inequalities. This research bridged the pandemic from 2020 to 2021 therefore, findings may change as services adjust going forward. Surveys used a digital platform so there is probably bias towards some level of e-Literacy, but this also means that our data may underestimate the digital ide. Further investigation of access to digital services could address concerns about digital exclusion. Research comparing the affordances and cost–benefits of different triage and assessment systems for users and health-care providers is needed. Research about trust in virtual assessments may show how duplication can be reduced. Mixed-methods studies looking at outcomes, impacts on work and costs, and ways to measure eHealth literacy, can inform the development NHS 111 online and opportunities for further international shared learning could be pursued. This study is registered at the research registry (UIN 5392). This project was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research Programme and will be published in full in Health and Social Care Delivery Research Vol. 11, No. 5. See the NIHR Journals Library website for further project information.
Publisher: Cambridge University Press (CUP)
Date: 08-2019
DOI: 10.1017/JIE.2019.7
Publisher: Elsevier
Date: 2023
Publisher: Cambridge University Press (CUP)
Date: 12-2020
DOI: 10.1017/JIE.2020.25
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Joanne Turnbull.