How do Yolnu recognise and understand their children's learning? Nhaltjan nuli ga yolnuy nhama ga marr-dharanan djamarrkuliw marngithinyawuy?
| dc.contributor.advisor | Yolnu | |
| dc.contributor.author | Armstrong E. | |
| dc.contributor.author | Maypilama L. | |
| dc.contributor.author | Fasoli L. | |
| dc.contributor.author | Guyula A. | |
| dc.contributor.author | Yunupinu M. | |
| dc.contributor.author | Garrutju J. | |
| dc.contributor.author | Gundjarranbuy R. | |
| dc.contributor.author | Gapany D. | |
| dc.contributor.author | Godwin-Thompson J. | |
| dc.contributor.author | Lowell A. | |
| dc.date.accessioned | 2024-11-19T05:30:04Z | |
| dc.date.available | 2024-11-19T05:30:04Z | |
| dc.date.copyright | 2022 | |
| dc.description.abstract | Indigenous 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) | |
| dc.description.grant | This project was funded by a grant from the Lowitja Institute. | |
| dc.identifier.citation | PLoS ONE. Vol.17(8), 2022. | |
| dc.identifier.doi | https://dx.doi.org/10.1371/journal.pone.0272455 | |
| dc.identifier.institution | (Armstrong) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Maypilama) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Fasoli) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Guyula) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Yunupinu) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Garrutju) Yalu Marngithinyaraw Indigenous Corporation, Galiwin'ku, NT, Australia | |
| dc.identifier.institution | (Gundjarranbuy) Yalu Marngithinyaraw Indigenous Corporation, Galiwin'ku, NT, Australia | |
| dc.identifier.institution | (Gapany) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.institution | (Godwin-Thompson) SNAICC-National Voice for our Children, Collingwood, VIC, Australia | |
| dc.identifier.institution | (Lowell) Northern Institute, College of Indigenous Futures, Education and the Arts, Charles Darwin University, Darwin, NT, Australia | |
| dc.identifier.pubmedid | 35980955 | |
| dc.identifier.uri | https://lowitja.intersearch.com.au/handle/1/631 | |
| dc.relation.ispartof | PLoS ONE | |
| dc.subject.keywords | Paediatrics | |
| dc.subject.keywords | Cultural knowledge | |
| dc.title | How do Yolnu recognise and understand their children's learning? Nhaltjan nuli ga yolnuy nhama ga marr-dharanan djamarrkuliw marngithinyawuy? | |
| dc.type | Article | |
| dc.type.studyortrial | Qualitative study |