Suchergebnisse

Introduction -- 1 Setting the scene: The policy context -- 2 Mixed race young people: A growing sector of society -- 3 Influences on the mental health and emotional well-being of mixed race people: Themes from the research literature -- 4 Risk and resilience relating to mental health -- 5 Growing up as a mixed race person -- 6 Wider influences of school and the local community -- 7 Risk factors for mental well-being and mixedness -- 8 Services for children and young people of mixed race -- 9 The challenge for practitioners -- Appendix: Information about the study participants.

The introduction of market principles into public services in the 1990s meant that British local authorities were required to develop complaints procedures. In the case of services for children and families, the Children Act 1989 required the appointment of an "independent person". This article describes the findings from a research study conducted in 1999. A total of nineteen independent people from a range of London boroughs participated. It was found that young people themselves rarely use this system designed to protect their rights. As "sole traders" in adversarial situations between social services personnel and complainants, the independent people were constantly negotiating their position. Depending upon the issue, they are required to move skilfully between conciliation and formal investigation. The findings will be useful to local authorities using independent people, and to the independent people themselves who are largely unsupported in their roles.

Cultural safety is of utmost concern across the evaluation world, particularly given the way that evaluation and research have historically been implicated in colonising practices of the West. This article aims to examine the meaning of cultural safety in the context of an Aboriginal majority-owned consulting organisation that provides evaluation services to organisations where First Nations governance systems and processes may be unknown. This is a critically reflexive article that considers how the dual aims of contributing to self-determination and building First Nations business capacity may be managed in such evaluation projects. We apply Duke et al.'s Culturally Adaptive Governance Framework to our own evaluation work in striving for evaluations to be experienced as culturally safe by Aboriginal and Torres Strait Islander stakeholders and for evaluation outcomes to be relevant and useful from the perspective of both Aboriginal and Torres Strait Islander stakeholders and our clients. We then reflect on the implications for the evaluation, social policy and for First Nations business sectors.

Current policies that guide Indigenous higher education in the Northern Territory (NT) of Australia focus on the importance of achieving 'outcomes'. These policies include the Universities Australia (UA) Indigenous Strategy 2017-2020, the National Aboriginal and Torres Strait Islander Education Strategy 2015 and the NT Department of Education's A Share in the Future Indigenous Education Strategy 2015-2024. Looking back at various Indigenous higher education policies over the past fifty years, however, it appears that achieving 'outcomes' was not always the goal. To understand why approaches to Indigenous higher education policy in the NT and at the national level exist as they do today, and to understand what has and has not worked in the context of historical change, it is important to reflect on how policy has evolved. Changing governments, shifting socio-political discourses, and various Indigenous advocates have all had considerable and cumulative effects on Indigenous higher education policy. In this paper, we use a discursive narrative approach to chronologically outline the evolution of Indigenous higher education policy in the NT.