Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-24T09:38:24.542Z Has data issue: false hasContentIssue false
  • English
  • Français

Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools

Published online by Cambridge University Press:  13 December 2013

Sam Osborne
Sam Osborne*
Affiliation:
Cooperative Research Centre for Remote Economic Participation, Alice Springs, Northern Territory, Australia University of South Australia, Adelaide, South Australia, Australia
*
address for correspondence: Sam Osborne, PO Box 3971, Alice Springs, NT 0871, Australia. Email: [email protected]
Get access

Abstract

MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).

Keywords

mental health and wellbeingremote Indigenous educationAboriginal languages
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 42 , Special Issue 2: Red dirt thinking on remote Aboriginal and Torres Strait Islander education , December 2013 , pp. 182 - 193
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arbon, V. (2008). Arlathirnda Ngurkarnda Ityirnda: Being-knowing-doing, de-colonising Indigenous tertiary education. Brisbane, Australia: Post Pressed.Google Scholar
Australian Bureau of Statistics (ABS). (2008). Australian Social Trends (Cat. No. 4102.0). Canberra, Australia: Author. Retrieved from http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/DE5DE30C9CF6E5E3CA25748E00126A25/$File/41020_2008.pdfGoogle Scholar
Australian Human Rights Commission. (2008). Remote Indigenous education. In Social Justice Report 2008. Sydney, Australia: Author. Retrieved September 21, 2012, from http://www.hreoc.gov.au/social_justice/sj_report/sjreport08/chap3.htmlGoogle Scholar
Australian Indigenous HealthInfoNet. (2012). Summary of Australian Indigenous health, 2011. Perth, Australia: Edith Cowan University. Retrieved September 21, 2012, from http://www.healthinfonet.ecu.edu.au/health-facts/summaryGoogle Scholar
Bain, M.S. (1979). At the interface: The implications of opposing views of reality. Melbourne, University: Monash University.Google Scholar
Bain, M.S. (2006). White men are liars; Another look at Aboriginal-western interactions. Alice Springs, Australia: AuSIL Inc.Google Scholar
Bishop, R., Berryman, M., Tiakiwai, S., & Richards, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Màori students in mainstream classrooms. Wellington, New Zealand: Ministry of Education.Google Scholar
Cooke, M., Mitrou, F., Lawrence, D., Guimond, E., & Beavon, D. (2007). Indigenous well-being in four countries: An application of the UNDP'S Human Development Index to Indigenous Peoples in Australia, Canada, New Zealand, and the United States. BMC International Health and Human Rights, 7 (9). Retrieved September 21, 2012, from http://www.biomedcentral.com/content/pdf/1472-698x-7-9.pdfCrossRefGoogle Scholar
Covey, S. (1989). The seven habits of highly effective people; Restoring the character ethic. New York: Free Press.Google Scholar
Crockett, J. (2012). There's nothing the *@#! wrong with me! Youth Studies Australia, 31 (1)53–59.Google Scholar
Delpit, L. (1993). The silenced dialogue: Power and pedagogy in educating other people's children. In Weis, L. & Fine, M. (Eds.), Beyond silenced voices: Class, race, and gender in United States schools (pp. 119–139). New York: SUNY Press.Google Scholar
Department of Families, Housing, Community Services and Indigenous Affairs. (2012). Closing the Gap: The Indigenous Reform Agenda. Canberra, Australia: Author. Retrieved July 29, 2013, from http://www.fahcsia.gov.au/our-responsibilities/indigenous-australians/programs-services/closing-the-gapGoogle Scholar
Department of Health and Ageing. (2010). MindMatters Community Partnerships Process [DVD]. Canberra, Australia: Author.Google Scholar
Dusseldorp Skills Forum. (2009). How young Indigenous people are faring; Key indicators 1996–2006. Sydney, Australia: Author. Retrieved August 20, 2013, from http://www.dsf.org.au/resources-and-research/218-how-young-indigenous-people-are-faringGoogle Scholar
Eckert, P., & Hudson, J. (2010). Wangka Wiru: A handbook for the Pitjantjatjara language learner. Adelaide, Australia: Openbook Howden.Google Scholar
Einstein, A. (n.d.). The quotations page. Retrieved from a http://www.quotationspage.com/quote/26950.htmlGoogle Scholar
Fitzgerald, R. (2013, March 30). Giving indigenous children access to education should be a bipartisan priority. The Australian. Retrieved August 1, 2013, from http://www.theaustralian.com.au/opinion/giving-indigenous-children-access-to-education-should-be-a-bipartisan-priority/story-e6frg6zo-1226608601241Google Scholar
Ford, P.L. (2010). Aboriginal knowledge narratives and country: Marri kunkimba putj putj marrideyan. Brisbane, Australia: Post Pressed.Google Scholar
Goddard, C. (1996). Pitjantjatjara/Yankunytjatjara to English dictionary (rev., 2nd ed.). Alice Springs: IAD Press.Google Scholar
Guenther, J. (2012, October). Are we making education count in remote Australian communities or just counting education? Paper presented at the AEU Conference, Alice Springs, and NARU Conference, Darwin, Australia.Google Scholar
Hagan, S. (2008). Whitefella culture. Alice Springs: AuSIL Inc.Google Scholar
Haraway, D. (2004). Situated knowledges: The science question in feminism and the privilege of partial perspective. In Harding, S. (Ed.), The feminist standpoint theory reader: Intellectual and political controversies (pp. 81–101). London: Routledge.Google Scholar
Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Sydney, Australia: Allen & Unwin.Google Scholar
Kronemann, M. (2007) Education is the key: An education future for Indigenous communities in the Northern Territory. Melbourne, Australia: Australian Education Union. Retrieved from http://www.aeufederal.org.au/Publications/Educationisthekey.pdfGoogle Scholar
Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning: Making hope practical in schools. Buckingham, England: Open University Press.Google Scholar
McCuaig, L., & Nelson, , , A. (2012). Engaging Indigenous students through school-based health education (Resource sheet no. 12). Canberra, Australia: Closing the Gap Clearinghouse, Australian Institute of Health and Welfare. Retrieved September 20, 2012, from http://www.aihw.gov.au/closingthegap/documents/resource_sheets/ctgc-rs12.pdfGoogle Scholar
Minutjukur, M., & Osborne, S. (2012, August). Witulya Mulapa Nganana Mantjintjaku; From cultural devastation to cultural re-invention. Paper presented at the ‘Heart of Learning’ APY Teach-meet, Yulara, Australia.Google Scholar
Munns, G., & McFadden, M. (2000). First chance, second chance or last chance? Resistance and response to education. British Journal of Sociology of Education, 21 (1), 59–75.CrossRefGoogle Scholar
Nakata, M. (2007a). The cultural interface. The Australian Journal of Indigenous Education, 36 (Suppl.), 7–14.CrossRefGoogle Scholar
Nakata, M. (2007b). Disciplining the savages: Savaging the disciplines. Canberra, Australia: Aboriginal Studies Press.Google Scholar
Ninti One. (2012). Kuranyu-kutu tjungu ankunytjaku palu iwara yaaltjiwanu? Going forward together, but by which path? Nyangatjatjara College Surveys, March–May 2012: Student Survey, Community Perceptions Survey and Mental Health and Wellbeing Survey. Alice Springs, Australia: Ninti One Limited.Google Scholar
Ninti One. (2013). Kuranyu-kutu tjungu ankunytjaku palu iwara yaaltjiwanu? Piruku nyakunytjaku . . . Going forward together, but by which path? Taking a second look . . ., Nyangatjatjara College Surveys, Student Survey, Community Perceptions Survey and Mental Health and Wellbeing Survey. Alice Springs, Australia: Ninti One Limited.Google Scholar
Osborne, S. (2012, September). Putuna Kulini; The trouble with ‘Hearing’. Paper presented at the ‘Heart of Learning’ APY Teach-meet, Yulara, Australia.Google Scholar
Pearson, N. (2011). Radical hope: Education and equality in Australia. Melbourne, Australia: Black Inc.Google Scholar
Rickwood, D. (2005). Supporting young people at school with high mental health needs. Australian Journal of Guidance & Counselling, 15 (2), 137–155.CrossRefGoogle Scholar
Rowling, L. (2007). School mental health promotion: MindMatters an example of mental health reform. Health Promotion Journal of Australia, 18 (3), 229–236.CrossRefGoogle ScholarPubMed
Russel, L. (2005). Indigenous knowledge and the archives: Accessing hidden histories and understandings. In Nakata, M. & Langton, M. (Eds.), Australian Indigenous knowledge and libraries (pp.169–180). Canberra, Australia: Australian Academic and Research Libraries.Google Scholar
Sarra, C. (2011). Strong and smart — Towards a pedagogy for emancipation: Education for First Peoples. New York: Routledge.Google Scholar
Verran, H. (2005). Knowledge traditions of Aboriginal Australians: Questions and answers arising in a databasing project. Retrieved May 15, 2006, from http://www.cdu.edu.au/centres/ik/pdf/knowledgeanddatabasing.pdfGoogle Scholar
Villegas, M. (in press). This is how we ‘role’: Moving towards a cosmogonic paradigm in American Alaska Native education. Canadian Journal of Native Education.Google Scholar
Young, M., & Guenther, J. (2008). The shape of Aboriginal learning and work opportunities in desert regions. The Rangeland Journal, 30, 177–186. doi:10.1071/RJ07042CrossRefGoogle Scholar