Nicole Watson

The northern territory emergency response - has it really improved the lives of aboriginal women and children?

Abstract In 2007 the Commonwealth imposed a series of measures under the umbrella of the Northern Territory Intervention, in response to allegations of the widespread sexual abuse of Aboriginal children and violence inflicted against Aboriginal women. Some of the measures were controversial, not only because of the absence of prior consultation, but also because of their blanket operation. In particular, the income management regime was imposed on entire communities, as an attempt to discourage undesirable behaviours by regulating the spending of income support payments. There has been little debate among feminist scholars who publish in this forum on how feminists should approach the measures. This paper argues that feminist scholars should consider how specific measures may impact on Aboriginal women’s daily lives, engage with research and contextualise their analysis with Aboriginal women’s historical experience of state interventions.

Justice in whose eyes? Why lawyers should read black Australian literature

This article presents a challenge to legal scholars to engage with Indigenous literature. Because such literature is closely aligned to Indigenous movements, it is a rich source of information in relation to what Indigenous people believe is necessary for them to receive redress for the injuries of colonisation. Such engagement grounds the conclusion that litigation is rarely an end in itself, but rather one part of an enduring struggle for the transformation of relationships between Indigenous people and the state. Platforms written by Indigenous people are holistic and, in spite of diversity over time, they usually include at least three elements – the realisation of self-determination, the creation of a land base, and compensation for dispossession. Critical race theory provides a theoretical foundation for the incorporation of such platforms into legal scholarship. By engaging with Indigenous literature, legal scholars will be exposed to the shortcomings of the native title recognition process, and devise new frameworks that will support Indigenous self-determination.

Peer support: mentoring responsive and trusting relationships

Abstract nPurpose nThe aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in this course, Balancing Worldviews, different to other classroom experiences. It was also undertaken for students to provide their standpoints on how safe classroom environments are created for students and lecturers to share their views and perspectives. n n nMethodology nThe study employed a Collaborative Community Participatory Action Research (CCPAR) model. The praxis and sequencing of action requires practical, reflective engagement focused upon solution development, as identified by the collaborative community (Indigenous and non-Indigenous students). Qualitative data was collated via focus groups and individual in-depth interviews with students. n n nFindings nWe learnt through the research Classroom experiences of Indigenous and non-Indigenous students: Building safe engagement by sharing stories that demonstrated a particular theme and situations of the week; the stories were about family, political issues, working experiences. These stories supported student learning and transformed the learning space into a place that was safe for students to share their experiences. This way of learning was acknowledged as personal, non-hierarchical and relational, establishing connections between the learner and sharer of the story. n n nValue nThis research focused on how students’ experience of safety shaped the nature and level of their engagement and their ability to provide peer support. The stories shared by students are indicative of the necessity of growing safer classrooms. The emphasis was on story-telling and knowledge sharing, which is circular and takes time to develop within a group. The focus group discussions established a number of themes that were taken up and explored further in the in-depth interviews. n n nPractical implications nWe believe this research interaction is vital in cultivating an effective progressive evaluation process incorporating students input (knowledge, experiences and voices), rather than through the systemic university model of student survey that demands a limited response. With the findings of the research we hope to share these experiences with our peers.