Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-28T05:12:30.407Z Has data issue: false hasContentIssue false
  • English
  • Français

Training for Life and Healing: The Systemic Empowerment of Aboriginal and Torres Strait Islander Men and Women Through Vocational Education and Training

Published online by Cambridge University Press:  12 April 2018

Anne Stephens  and
Davena Monro
Anne Stephens*
Affiliation:
The College of Arts, Education and Society, The Cairns Institute, James Cook University, Cairns, QLD 4870, Australia
Davena Monro
Affiliation:
PhD Candidate, Deakin University, VIC, 3125, Australia and RTO Business and Operations Manager, Wontulp-Bi-Buya-College Cairns, Manunda, QLD 4870, Australia
*
address for correspondence: Anne Stephens, The Cairns Institute, James Cook University, MacGreggor Road Cairns, Cairns, QLD 4870, Australia. Email: [email protected]
Get access

Abstract

This paper integrates the findings of two evaluations into the effectiveness of human health workforce training delivery and outcomes. In the period 2012–2015, Wontulp-Bi-Buya College ran the Certificate III in Addictions Management and Community Development and the Certificate IV in Indigenous Mental Health: Suicide Prevention. The key findings are presented under three thematic areas: personal to community wellbeing, enrolment and completion and withdrawal and employment and voluntary sector engagement. The outcomes of both evaluations are combined to build a picture of successful course delivery, satisfaction and completion rates that well exceed the national average. The significant contribution the authors draw from these is the problematisation and theorising of the concept of ‘empowerment’. A term claimed by the College in its mission statement, the term ‘systemic empowerment’ has been co-developed with the College to both reclaim the concept of empowerment and to make sense of the personal and collective empowerment approach that serves as a framework for the trainer's pedagogy and course structures. Systemic empowerment contributes to the Colleges’ theory of change to tackle very important contemporary social and political issues holistically and at their root and serves as an important model of adult vocational education and training for Aboriginal and Torres Strait Islander people

Keywords

Aboriginal and Torres Strait IslanderVocational Education and Trainingempowerment
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 2 , December 2019 , pp. 179 - 192
Copyright
Copyright © The Author(s) 2018 

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

Aboriginal and Torres Strait Islander Suicide Prevention Evaluation Project [ATSISPEP]. (2017a). Suicide prevention in Aboriginal and Torres Strait Islander communities: Learnings from a meta-evaluation of community-led Aboriginal and Torres Strait Islander suicide prevention programs, Perth, WA. Retrieved August 2, 2017 from http://www.atsispep.sis.uwa.edu.au/resources.Google Scholar
Aboriginal and Torres Strait Islander Suicide Prevention Evaluation Project [ATSISPEP]. (2017b). Suicide prevention in Indigenous communities. Literature Review, Perth, WA. Retrieved August 2, 2017 from http://www.atsispep.sis.uwa.edu.au/resources.Google Scholar
Australian Bureau of Statistics. (2010a). Suicides, Australia, 2010. Aboriginal and Torres Strait Islander suicide deaths: Overview. (No. 3309.0). Retrieved August 2, 2017 from http://abs.gov.au/AUSSTATS/[email protected]/mf/3309.0Google Scholar
Anthias, F. (2013). Hierarchies of social location, class and intersectionality: Towards a translocational frame. International Sociology, 28(1), 121–138.Google Scholar
Australian Bureau of Statistics. (2010b). The health and welfare of Australia's Aboriginal and Torres Strait Islander Peoples, Oct 2010 (No. 4714.0.55.005). Retrieved August 2, 2017 from http://abs.gov.au/AUSSTATS/[email protected]/mf/3309.0.Google Scholar
Australian Bureau of Statistics [ABS]. (2013). Australian Aboriginal and Torres Strait Islander health survey: First results, Australia, 2012–13, Canberra. Retrieved July 26, 2017 from http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4727.0.55.001Main+Features12012-13?OpenDocument.Google Scholar
Australian Bureau of Statistics [ABS]. (2014). 4102.0 — Australian social trends. Retrieved July 28, 2017 from http://agencysearch.australia.gov.au/s/search.html?query=4102.0+-+Australian+Social+Trends%2C+2014++&collection=agencies&form=simple&profile=abs.Google Scholar
Babacan, H. (2014). Human services sector development in Northern Australia. In The regional Australia institute (Ed.), Green paper on developing Northern Australia: A joint submission to the Northern Australia Taskforce (pp. 38–52). Townsville: The Regional Australia Institute, James Cook University, Central Queensland University, The University of Notre Dame and Ninti One.Google Scholar
Baird, L. (2014). Delivery of certificate IV Indigenous mental health (suicide prevention): Progress report (January 2014 to April 30, 2014). Wontulp-Bi-Buya College, Cairns.Google Scholar
Batliwala, S., & Pittman, A. (2010). Capturing change in women's realities: A critical overview of current monitoring & evaluation frameworks and approaches. Toronto, Canada: Published by the Association for Women's Rights in Development (AWID), pp. 1–43.Google Scholar
Bell, S., Boughton, B., & Bartlett, B. (2004). Chapter 3: Education as a determinant of Indigenous health. In Anderson, I., Baum, F., & Bentley, M. (Eds.), Beyond bandaids: Exploring the underlying social determinants of Aboriginal health: Papers from the social determinants of Aborignal health workshop, Adelaide, July 2004 (pp. 37–55). Darwin: Cooperative Research Centre for Aboriginal Health.Google Scholar
Boughton, B. (2000). What is the connection between Aboriginal education and Aboriginal health? Occasional Paper Series, 2, 1–39.Google Scholar
Bradbury, H. (2015). How to situate and define Action Research. In Bradbury, H. (Ed.), The SAGE Handbook of Action Research (pp. 1–12). London, New York: Sage.Google Scholar
Brideson, T., Havelka, J., McMillan, F., & Kanowski, L. (2014). The Djirruwang Program: Cultural affirmation for effective mental health. In Dudgeon, P., Milroy, H., & Walker, R. (Eds.), Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice (2nd ed., pp. 523–532). Barton, A.C.T: Dept. of Health and Ageing.Google Scholar
Burns, D., & Worsley, S. (2015). Navigating complexity in international development: Facilitating sustainable change at scale. Bourton on Dunsmore: Practical Action Publishing.Google Scholar
Closing the Gap Clearinghouse [AIHW] & [AIFS]. (2016). Family violence prevention programs in Indigenous communities. Resource sheet no. 37 produced by the Closing the Gap Clearinghouse December 2016. Canberra: AIHW & Melbourne: AIFS. Retrieved August 1, 2017 from http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129557831.Google Scholar
Crawford, H., & Biddle, N. (2017). Vocational education participation and attainment among Aboriginal and Torres Strait Islander Australians: Trends 2002–15 and employment outcomes. CAEPR working paper 114/2017, Centre for Aboriginal Economic Policy Research. A.C.T: Australian National University, (ANU).Google Scholar
Department of Health. (2016). Aboriginal and Torres Strait Islander suicide: Origins, trends and incidence. National Aboriginal and Torres Strait Islander Suicide prevention strategy. Retrieved October 10, 2016 from http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-natsisps-strat-toc~mental-natsisps-strat-1~mental-natsisps-strat-1-ab.Google Scholar
Department of Industry. (2014). MySkills.com: Training provider statistics. Retrieved October 15, 2016 from http://www.myskills.gov.au/RegisteredTrainers/Details?rtocode=1712.Google Scholar
Department of the Prime Minister and Cabinet. (2017). Closing the Gap Prime Minister's Report. Retrieved August 2, 2017 from Canberra: https://www.pmc.gov.au/resource-centre/indigenous-affairs/closing-gap-prime-ministers-report-2017.Google Scholar
Dick, B. (2006). Action research literature 2006–2008: Themes and trends. Action Research, 7(4), 423–441. doi:10.1177/1476750309350701.Google Scholar
Durnan, D., Beetson, J., & Boughton, B. (2013). Using popular education in development work: Some experiences from Aboriginal Australia. Rhizome Freirean, 14. Retrieved 15 September, 2016 from http://www.rizoma-freireano.org/index.php/using-popular-education-in-development-workGoogle Scholar
Espinosa, J. (2013). Moving towards gender-sensitive evaluation? Practices and challenges in international-development evaluation. Evaluation: The International Journal of Theory, Research and Practice, 19(2), 171–182.Google Scholar
Eversole, R. (2003). Managing the pitfalls of participatory development: Some insight from Australia. World Development, 31(5), 781–795.Google Scholar
Forrest, D.W. (1999). Education and empowerment: Towards untested feasibility. Community Development Journal, 34(2), 93–107. doi:10.1093/cdj/34.2.93.Google Scholar
Guenther, J., Bat, M., Boughton, B., Dwyer, A., Marshall, M., Skewes, J., . . . Wooltorton, S. (2016). Enhancing training advantage for remote Aboriginal and Torres Strait Islander Learners. Paper presented at the Proceedings of the Australian Association for Research in Education (AARE) Conference, Melbourne, Victoria.Google Scholar
Guenther, J., Bat, M., Stephens, A., Skewes, J., Boughton, B., Williamson, F., . . . Dwyer, A. (2017a). Case studies of training advantage for remote Aboriginal and Torres Strait Island learners – support document, Adelaide, SA. Retrieved August 15, 2017 from https://www.ncver.edu.au/__data/assets/pdf_file/0011/510131/Case-studies-enhancing-training-advantage-supporting-document.pdf.Google Scholar
Guenther, J., Bat, M., Stephens, A., Skewes, J., Boughton, B., Williamson, F., . . . Dwyer, A. (2017b). Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners. Research Report, Adelaide, SA, Australia. Retrieved August 15, 2017 from https://www.ncver.edu.au/publications/publications/all-publications/enhancing-training-advantage-for-remote-aboriginal-and-torres-strait-islander-learners.Google Scholar
Harmon-Jones, E., Harmon-Jones, C., & Levy, N. (2015). An action-based model of cognitive-dissonance processes. Current Directions in Psychological Science, 24(3), 184–189.Google Scholar
Hunter, B. (1997). The determinants of Indigenous employment outcomes: The importance of education and training. Australian Bulletin of Labour, 23(3), 177–192.Google Scholar
Hunter, B. (2007). Cumulative causation and the productivity commission's framework for overcoming Indigenous disadvantage. Australian Journal of Labour Economics, 10(3), 185–203.Google Scholar
Kanowski, L. G., Jorm, A.F., & Hart, L.M. (2009). A mental health first aid training program for Australian Aboriginal and Torres Strait Islander peoples: Description and initial evaluation. International Journal of Mental Health Systems, 3(1), 10.Google Scholar
Kaufman, R. (2012). System approach, systems approach, systematic approach, and systemic approach–like cousins, they are related but not the same. Performance Xpress. Retrieved July 1, 2016 from http://www.performancexpress.org/2012/11/system-approach-systems-approach-systematic-approach-and-systemic-approach-like-cousins-they-are-related-but-not-the-same/.Google Scholar
Kendall, E., Sunderland, N., Barnett, L., Nalder, G., & Matthews, C. (2011). Beyond the rhetoric of participatory research in Indigenous communities: Advances in Australia over the last decade. Qualitative Health Research 21(12), 1719–1728.Google Scholar
Kennedy-Lewis, B.L. (2012). When a teacher becomes a researcher: Using self-narrative to define one's role as participant observer. Theory Into Practice, 51(2), 107–113. doi:10.1080/00405841.2012.662865.Google Scholar
Miller, C. (2005). Aspects of training that meet Indigenous Australians' Aspirations: A systematic review of research. Adelaide, South Australia: National Vocational Education and Training Research (NCVER).Google Scholar
Miller, R.L., & Campbell, R. (2006). Taking stock of empowerment evaluation: An empirical review. American Journal of Evaluation, 27(3), 296–319.Google Scholar
Muhammad, M., Wallerstein, N., Sussman, A.L., Avila, M., Belone, L., & Duran, B. (2015). Reflections on researcher identity and power: The impact of positionality on community based participatory research (CBPR) processes and outcomes. Critical Sociology, 41(7–8), 1045–1063.Google Scholar
Nakata, M. (2003). Some thoughts on literacy issues in indigenous contexts. The Australian Journal of Indigenous Education, 31, 7–15.Google Scholar
NCVER. (2016). Total VET students and courses 2015. In VOCSTATS (vol. 2016). Adelaide, SA: National Centre for Vocational Education Research (NCVER). Retrieved July 1, 2016 from http://vocstats.ncver.edu.au/webapi/jsf/login.xhtmlGoogle Scholar
Patton, M. (1994). Developmental evaluation. Evaluation Practice, 15(3), 311–319.Google Scholar
Patton, M. (2008). Utilization-focused evaluation (4th ed.). New York: Sage.Google Scholar
Patton, M. (2011). Developmental evaluation: Applying complexity concepts to enhance innovation and use. New York: The Guilford Press.Google Scholar
Pease, B. (2002). Rethinking empowerment: A postmodern reappraisal for emancipatory practice. British Journal of Social Work, 32(2), 135–147.Google Scholar
Pedersen, A., Walker, I., Paradies, Y., & Guerin, B. (2011). How to cook rice: A review of ingredients for teaching anti-prejudice. Australian Psychologist, 46, 55–63. doi:10.1111/j.1742-9544.2010.00015.x.Google Scholar
Perkins, D.D., & Zimmerman, M.A. (1995). Empowerment theory, research, and application. American Journal of Community Psychology, 23(5), 569–579.Google Scholar
Peterson, N.A. (2014). Empowerment theory: Clarifying the nature of higher-order multidimensional constructs. American Journal of Community Psychology, 53(1–2), 96–108.Google Scholar
Stephens, A. (2014). Training for Impact: Building an understanding of community development training and Aboriginal and Torres Strait Islander community development outcomes: Wontulp Bi-Buya College, 2012–2014. Retrieved October 1, 2017 from http://www.researchonline.jcu.edu.au/35972/. doi:10.13140/2.1.2989.9208.Google Scholar
Stephens, A. (2015). Training for life. Supporting communities to reduce the risk of suicide. The delivery of Certificate IV in Indigenous Mental Health (Suicide Prevention) Wontulp Bi-Buya College 2014–2015. Retrieved 15 September, 2016 from https://researchonline.jcu.edu.au/41155/.Google Scholar
Stephens, A., Baird, L., & Tsey, L. (2012a). Australian Indigenous community development: Making the link between community development training and community development practice. Community Development, 277–291. doi:10.1080/15575330.2013.792291.Google Scholar
Stephens, A., Baird, L., Turpin, E., & Tsey, K. (2012b). Community organisation and development training at Wontulp-Bi-Buya college: Assessing the impact of Indigenous community development training. Journal of Australian Indigenous Issues, 15(3), 39–56.Google Scholar
Sullivan, P. (2014). Aboriginal local government and community sector partnerships — sustainable employment in northern development. In The Regional Australia Institute (Ed.), Green paper on developing Northern Australia (pp. 154–168). Townsville: The Regional Australia Institute, James Cook University, Central Queensland University, The University of Notre Dame and Ninti One.Google Scholar
Taylor, P. (2008). Where crocodiles find their power: Learning and teaching participation for community development. Community Development Journal, 43(3), 358–370.Google Scholar
Tsey, K., Patterson, D., Whiteside, M., Baird, L., & Baird, B. (2002). Indigenous men taking their rightful place in society? A preliminary analysis of a participatory action research process with Yarrabah men's health group. Australian Journal of Rural Health, 10, 278–284.Google Scholar
Tsey, K., Whiteside, M., Haswell-Elkins, M., Bainbridge, R., Cadet-James, Y., & Wilson, A. (2010). Empowerment and Indigenous Australian health: A synthesis of findings from family wellbeing formative research. Health and Social Care in the Community, 18(2), 169–179.Google Scholar
van der Merwe, M., & Albertyn, R.M. (2010). Transformation through training: Application of emancipatory methods in a housing education programme for rural women in South Africa. Community Development Journal, 45(2), 149–168. doi:10.1093/cdj/bsp001.Google Scholar
Vestman, O.K., & Conner, R.F. (2008). The relationship between evaluation and politics. In Segone, M. (Ed.), Bridging the gap: The role of monitoring and evaluation in Evidence-based policy making, WTP Working Paper. Issue 12 (pp. 46–72). New York: UNICEF.Google Scholar
Wallerstein, N.B., & Duran, B. (2006). Using community-based participatory research to address health disparities. Health Promotion Practice, 7(3), 312– 323.Google Scholar
Wendt, S., & Seymour, S. (2010). Applying post-structuralist ideas to empowerment: Implications for social work education. Social Work Education, 29(6), 670– 682.Google Scholar
Wontulp Bi-Buya College. (2011). Strategic plan 2011–2015. Cairns: Wontulp Bi-Buya College. Retrieved 1 June, 2014 from http://www.wontulp.qld.edu.au/pdfs/Strategic-PlanP1.pdf.Google Scholar
Wontulp Bi-Buya College. (2013). Indigenous course study guide. Cairns: Wontulp Bi-Buya College. Retrieved 1 June, 2014 from http://www.wontulp.qld.edu.au.Google Scholar
World Health Organization (WHO). (1991). Sundsvall statement on supportive environments for health. Paper presented at the III International Conference on Health Promotion, Sundsvall.Google Scholar
www.CreativeSpirits.info. (2017, 7 August 2017). Aboriginal culture — People — Aboriginal communities are breaking down. Retrieved August 1, 2017 from https://www.creativespirits.info/aboriginalculture/people/aboriginal-communities-are-breaking-down#ixzz4p33K58TF.Google Scholar
Zoellner, D. (2012). Dualism and vocational education and training: Creating the people who require training. International Journal of Training Research, 10(2), 79–93.Google Scholar
Zoellner, D., Stephens, A., Joseph, V., & Monro, D. (2016). Mission-driven adaptability in a changing national training system. The Australian Journal of Indigenous Education, 46(1), 54–63.Google Scholar