Browsing by Author "Guyula A."
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Item How do Yolnu recognise and understand their children's learning? Nhaltjan nuli ga yolnuy nhama ga marr-dharanan djamarrkuliw marngithinyawuy?Armstrong E.; Maypilama L.; Fasoli L.; Guyula A.; Yunupinu M.; Garrutju J.; Gundjarranbuy R.; Gapany D.; Godwin-Thompson J.; Lowell A.; YolnuIndigenous families have culturally-specific strengths, priorities, and methods for assessing their children's development. Recognition and support of children's and families' strengths are important for identity, health and wellbeing. However, strengths can be missed in assessment processes developed in non-Indigenous contexts. Yolnu are First Nations Australian peoples from North-East Arnhem Land. This study was conducted to explore Yolnu early childhood development, assessment and support in response to concerns that Yolnu strengths and priorities are often not recognised. The cultural and linguistic expertise of Yolnu researchers was central in this qualitative study. Rich empirical data were collected through a form of video reflexive ethnography with six children and their extended families over seven years and through in-depth interviews with 38 other community members. An iterative process of data collection and analysis engaged Yolnu families and researchers in a collaborative, culturally responsive research process which drew on constructivist grounded theory methods. Findings illustrate how Yolnu children are immersed in complex layers of intertwined and continuous testing and teaching processes integrating holistic frameworks of cultural identity and connection, knowledge and practices. Yolnu families monitor and recognise a child's development through both direct and explicit testing and through observing children closely so that children can be supported to keep learning and growing into their knowledge, strengths and identity. Yolnu expressed concern that such learning is invisible when the child is viewed through non-Yolnu lenses and assessed with processes and tools from outside the community. Indigenous peoples have a right to culturally congruent assessment of their children. Those who share the child's culture and language have the expertise to ensure that cultural strengths and priorities are recognised and understood. (PsycInfo Database Record (c) 2022 APA, all rights reserved)Item The 'invisible homeless' - challenges faced by families bringing up their children in a remote Australian Aboriginal community.(2019-02-20) Lowell A.; Maypilama L.; Fasoli L.; Guyula Y.; Guyula A.; Yunupiengu M.; Godwin-Thompson J.; Gundjarranbuy R.; Armstrong E.; Garrutju J.; McEldowney R.; YolnuBackground: Insufficient and inadequate housing remain serious and enduring problems in remote Aboriginal communities in the Northern Territory (NT) of Australia. Housing is recognised as a key determinant of persisting inequities between Aboriginal and other Australians in health, as well as education and employment outcomes which in turn impact on health. In our qualitative study exploring strengths and challenges related to early childhood in a remote NT community, insufficient housing emerged as the greatest challenge families experience in 'growing up' their children. Methods: The "Growing up children in two worlds" study engaged Yolnu (Aboriginal) and other researchers in a culturally responsive qualitative research process. Methods included video ethnography and in-depth interviews with six case study families as well as participant observation and interviews with a wide range of other community members. Data collection and analysis occurred through an iterative and collaborative process and the findings related to housing are the focus of this article. Results: Concerns about crowded and insecure housing were pervasive in the study community where many families are, in effect, homeless. Most rely on extended family to provide accommodation and some never find a secure and stable space in which to bring up their children. Absence of control over their living conditions is a key element underlying many of the sources of distress associated with crowded housing. The lack of food security, sharing sickness and disturbances in the night affecting sleep are just some of the challenges that generate conflict between family members and impact on health, wellbeing, work and school attendance. Although interaction with other family members is highly valued, the ambition of most participants is for independent and secure accommodation in which they can safely 'grow up' their children. Conclusions: Yolnu who live with the consequences of crowded and insecure housing want their voices to be heard. They best understand the challenges they face and their perspectives must inform the solutions. Equitable access to housing through sufficient and sustained investment in an integrated approach, engaging all stakeholders, is needed. This is essential to address persisting inequities between Aboriginal and non-Aboriginal Australians in health and other outcomes.