Sue McGinty

Reclaiming aboriginal knowledge at the cultural interface

Many studies and papers have explored and critiqued the “what” and the “why” of working at the cultural interface of mainstream curricula and local Indigenous knowledge, but this project sought to understand the “how”. Participants went beyond explorations of “cultural items” and worked in the overlap between the New South Wales Department’s Quality Teaching Framework and Indigenous Pedagogies drawn from local lore, language and the sentient landscape. Indigenous knowledge was used not merely as content, but to provide innovative ways of thinking and problem solving in the field of design and technology. The methodology for the study was based on a significant site in the local river system. The focus of the action research study shifted in the early stages from the students to the teachers, who required a radical shift in their thinking in order to set aside deficit logic, or stimulus-response approaches to teaching and learning, to embrace sophisticated Indigenous ways of knowing.

A Systematic Review of Occupational Therapy Interventions With Homeless People

ABSTRACT A systematic review of the occupational therapy literature 1990–2008 was undertaken with the aim to assess the quality of evidence that supports the role of occupational therapy with homeless people. Forty articles were initially identified and critically appraised, including 16 research studies. Seven quantitative articles were included in this review and demonstrated the effectiveness of occupational therapy in providing interventions that increase employment and education prospects, money management, coping skills, and leisure activities. The literature suggests that occupational therapy has an appropriate role with people experiencing homelessness.

An Exploration of Subjective Wellbeing Among People Experiencing Homelessness: A Strengths-Based Approach

Negative perceptions of homelessness contribute to deficit models of practice, false notions of homogeneity, and marginalization. Wellbeing is a state of satisfaction with material, social, and human aspects of life and can be measured both objectively and subjectively. The study explored the meaning and experience of wellbeing in the everyday lives of 20 homeless participants through fieldwork and interviews. This study revealed that health contributed little to their overall perception of wellbeing. Keeping safe, being positive and feeling good, connecting with others, and the ability to participate in “normal” life were the key contributors of subjective wellbeing. The authors demonstrate that social exclusion experienced in homelessness has a negative effect on subjective wellbeing. Services that provide opportunities to experience social inclusion and develop community and cultural connections will improve the wellbeing of homeless persons.

Outcomes from Flexible Learning Options for disenfranchised youth: what counts?

ABSTRACT Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. This work is not straightforward, due to debates about the purposes of education and to difficulties in measurement. This paper analyses Australian practical and evaluation reports, so-called grey literature, to examine the specific outcomes that are the focus of those publications, alongside the evidence that is provided to substantiate these claims. Our aim is to contribute to better understandings of what counts as success in these settings, and how that success may be demonstrated. Overall, the reports focus on five different sets of outcomes: traditional academic outcomes, post-programme destinations, student engagement, personal and social well-being, and broader community engagement and well-being. Across the reports, there was a strong emphasis on qualitative research methods, often supplemented with descriptive statistics and case studies. The paper concludes by exploring the implications of the analysis for determining ‘what counts’ as outcomes from FLOs.

Homelessness and the right to occupation and inclusion: an Australian perspective

Abstract People experiencing homelessness are at risk of poor health and occupational injustice. Recent government initiatives have created an opportunity in Australia for occupational therapists to expand their role to meet the needs of the growing homeless population. The World Federation of Occupational Therapists position statement on human rights in relation to human occupation and participation provides a mandate for promoting health and wellbeing through occupation. A critical review of the literature was undertaken to identify the contribution of occupational therapy to homelessness. Secondary analysis of the findings of seventeen research studies on occupational therapy and homelessness demonstrates the occupational needs of people experiencing homelessness, the meaning of occupation to homeless people, and some evidence of the benefits of occupational therapy. It is proposed that future service provision should focus on both individual occupational engagement societal barriers that inhibit participation. Working in collaboration with people experiencing homelessness in partnerships will assist in addressing marginalisation of this group.

The occupational wellbeing of people experiencing homelessness

ABSTRACT This paper reports findings of a study that utilised an occupational perspective to explore how well-being was achieved and sustained by the occupations of people experiencing homelessness in Australia. Thirty three in-depth qualitative interviews were conducted with homeless individuals in a regional city in Australia. Data from the interviews were thematically analysed to understand the relationship between well-being, as defined by the individual, and the occupations engaged in by people experiencing homelessness. The findings are reported here as three collective narratives that illustrate the experiences of diverse groups within the homelessness population explored in this study. The study demonstrates how occupations go beyond individual experience and choice to explore the social and cultural value of occupations as a means to well-being. The findings are discussed in relation to three key themes that emerged from the study: survival, self-identity and social connectedness. These interconnected concepts complement the existing occupational science literature, and offer a preliminary framework for understanding and improving well-being for disadvantaged and marginalised people where occupations are restricted by societal forces. The findings support the urgent need to redirect services to support occupational opportunities that are socially and culturally valued and enhance survival, self-identity and connectedness of homeless people.

Challenging normative assumptions regarding disengaged youth: a phenomenological perspective

Abstract This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study’s case, student disengagement, a concept commonly framed within a pathologised and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences ‘schooling’ and subsequently students’ experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions.

Using science to re-engage young people in an Australian flexible learning centre

The Edmund Rice Flexible Learning Centre Network caters for the needs of young people in secondary education who have previously been disconnected from the conventional educational system and have already experienced varying degrees of social disenfranchisement as a result. The experience of many of these young people in science has been of embedded social-systematic biases that have translated initially as disengagement, and then as disability when their everyday life-worlds clash with mainstream science education. These young peoples backgrounds are exceptionally diverse, and frequently involve both voluntary and involuntary extended absences from formal schooling. While this is often, but by no means universally, associated with academic concerns, the paramount concern of the school is to ensure that these young people feel a part of their society, and able to contribute to that society in a meaningful way. This paper illustrates the role science can play in the social re-engagement process. The ubiquitous 5E-inquiry model structures science engagement around discrepant events and discussion. Unfortunately the probing disclosure that underpins the use of these strategies in the 5E model further alienates these young people, and is culturally inappropriate for the indigenous class members. Therefore discrepant events and discussion were reformulated to remove the risk of personal exposure while fostering the necessary relationships needed by these young people for them to engage in meaningful learning. The four principles of the Edmund Rice Flexible Learning Centres: safe and legal, honesty, respect and participation, were adapted to create an environment of trust and interest where the young people are able to reinvent their identities. The paper utilises observations from two groups of young people during weekly science interventions over the course of a term to illustrate the changes observed in the young people. It also provides guidance for the creation of socially reflexive science.