Representações Sociais da Saúde, Alimentação e Ambiente de Estudantes do Instituto Insikiran

The social representations of Insikiran Indigenous students regarding health-illness, care, security, insecurity, and food sovereignty were analyzed, aiming for a contextualized understanding of these topics, which are scarcely explored in the literature. This case study employed an exploratory, descriptive, and qualitative approach and was conducted at the Insikiran Institute of Indigenous Higher Education. The methodology included processing the textual corpus formed by the responses of 22 Indigenous students, using SPSS and IRaMuTeQ software. The analyses encompassed descriptive statistics, lexical analysis, descending hierarchical classification, similarity analysis, and word cloud generation. The results highlighted significant thematic diversity, emphasizing the importance of traditional health practices, concerns with chronic diseases, and the relevance of food sovereignty. The social representations were organized into three main thematic groups, demonstrating the intersections between traditional and academic knowledge. This study underscores the importance of adopting interdisciplinary and culturally adapted approaches to promote health and well-being in Indigenous communities.

BackgroundIncreasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AimTo explore Indigenous students' experiences of being taught Indigenous health. DesignThis study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SettingA large urban Australian university. ParticipantsTwelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. MethodsSurvey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. ResultsResults from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters.The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. ConclusionsFindings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.

Aunty Mary Graham, Kombu-merri elder and philosopher, says: "You are not alone in the world." We have a responsibility to each other, as well as to the land; and violence is the refusal of this relationship that binds us (Rose). In this paper, I use Emannuel Levinas’s ethics as first philosophy and epistemological violence to consider how non-Indigenous educators come to know Indigenous people. In his philosophy, Levinas presents a paradox: that to act as if one is a free being, as first philosophy, is to ignore that one is not alone in the world and that the presence of others evokes responsibility. However, to claim to know another is to bring them into one’s totality, one’s knowledge framework; an act of reducing another to who you think they are. We must find a new relationship to knowledge, one that is not based on possession. For non-Indigenous educators learning about teaching Indigenous students and perspectives in schools, much of the curricular material draws on the corpus of knowledge constructed by non-Indigenous researchers, politicians, and professionals about Indigenous people (Nakata, Cultural Interface). This material is already bound by others' interests and motivations. How can non-Indigenous educators engage with Indigenous peoples, histories and knowledges in a way that foregrounds the responsibility that our entanglement prompts? In this paper, I present data from my research into pre-service teachers undertaking a compulsory university subject in Indigenous education, where the pre-service teachers wrote weekly reflective learning journals. This data is drawn primarily from the end of the semester, where students reflected on what their learning would mean as they moved into future practice. I explore the role of responsibility in regards to the ethical violence that Levinas discusses.

Research has shown that Indigenous students often perform poorly in traditional math classes because the Western approach to mathematics is often not aligned with their cultural ways of learning and problem-solving. This study examined the Indigenous West Papuan students’ cognitive styles and their errors in solving math word problems and identified how Indigenous cultural contexts could help Papuan students solve math word problems and mitigate errors. Although findings showed the prevalence of field dependent style among Indigenous West Papuan students, which is related to some Indigenous ways of learning – e.g. organizes information with whole patterns, delights in learning material with social content, and prefers to work in a group – , it is important to understand that individual experiences and various factors could affect learning outcomes beyond cognitive styles. Instead of trying to change student characteristics, it might be more effective to implement culturally responsive curricula and teaching practices that respect the cultural backgrounds of Indigenous students. The study also found that incorporating Indigenous cultural contexts in the design of math problems helped students solve math word problems more accurately and might help address some of the educational barriers faced by West Papuan students.

The study examined middle school females' perceptions of physical activity, eating, and physical health within a leisure context. A qualitative approach was used to gain a deeper understanding of the significance girls place on health behaviors and factors that go into their decisions about leisure time activity and eating. Four focus groups were conducted with 28 girls in 6th through 8th grades. Four themes emerged from the analyses: perceptions of health, family, and food, social norms, and enjoyment. Results are summarized regarding how healthy diets and physical activity participation in adolescent girls can be associated with promoting enjoyable leisure. Theoretical implications of these data relate to the importance of enjoyment and leisure as prerequisites for healthy behaviors and how social cognitive theory helps explain these relationships.

Background: Although COVID-19 is a public health emergency, its consequences for the mental health of the population are still scarce. Likewise, its impact on critical situations such as suicide is still poorly explored in the literature. Therefore, this study aimed to analyze in a pioneering way, through lexical and content analysis techniques, the possible impacts of the new COVID-19 pandemic on suicide behavior.Methods: A lexical analysis, whose sample (not probabilistic, i.e., for convenience) was made up of full-length papers (abstracts) and short communications, about suicide behavior in COVID-19 pandemic, in PubMed and Virtual Health Library (VHL) was carried out following a lexical and content analysis using the software IRaMuTeQ, version 0.7 alpha 2.Results: The most frequent active words were suicide behavior (n = 649), covid (n = 439), health (n = 358), mental (n = 268), and social (n = 220). Four lexical classes were found and organized into two large groups: the first group, formed by the classes 2 (“methods for psychological treatment”) and 3 (“strategies to minimize the COVID-19 impacts”), was the most representative, totaling 50.6% of the text segments and second group formed by classes 1 (“signs of clinical depression”) and 4 (“COVID-19 pandemic as a public health problem”) with 49.4% of the text segments.Conclusion: Facing suicide behavior, the direct effects of the COVID-19 pandemic, and the negative feelings and trigger of previous psychiatric illnesses; the measures to deal with the pandemic such as social isolation, decrease in the number of professionals, the opening hours of health establishments, and decrease in the demand for medications; and competing phenomena such as the spread of fake news and lack of empathy are aggressive and potentiating factors of suicidal ideation.

Transformative or Tokenistic?

ABSTRACT: In the spring of 2022, I achieved a longtime aspiration of teaching a course solely focused on American Indian-produced comics and graphic novels. The purpose of this course was to (1) illustrate the importance of comics and, consequently, the importance of the American Indian representations they create; (2) facilitate knowledge of American Indian federal policy and current topics of importance in Indian Country; and (3) elevate American Indian voices in an accessible, multimedia format. The course was an immediate success in attracting students and in fulfi lling the above goals. However, it was not until spring 2023, after moving to Duke University, which has a larger Indigenous student population, that the course truly began its work of refl ecting and inspiring Indigenous student voices and facilitating conversations between Indigenous and non-Indigenous students. By diving deeply into comics not just as entertainment but also as a form of Indigenous resistance, knowledge transmission, and futurisms—especially in the wake of regularly occurring threats of termination and genocide—students were able to more quickly understand the stakes of these discussions. In addition, the fi nal project—an “unessay” in which students choose the form of their project—created a platform for Indigenous students to showcase their own creativity through submissions such as beading, Indigenous language translations, and screenwriting. In this article, I refl ect on my experiences of teaching this course; student responses to the course; and, fi nally, the specifi c ways that comics and graphic novels enable the inspiring of Indigenous students as well as facilitate the education of and dialogue between Indigenous and non-Indigenous students regarding the critical issues American Indians are addressing today.

ABSTRACTIndigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.

Purpose This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic. Design/methodology/approach A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes. Findings The paper shows the personal, faculty and external challenges in indigenous students’ learning activities during university closures because of COVID-19. The interrelated challenges included students’ struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students’ economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing. Research limitations/implications The findings can inform the importance of integrating accounting students’ learning challenges and needs into curriculum development. Originality/value This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students.

The purpose of this chapter is to discuss positive psychology and its usability in education, especially in indigenous contexts. The core interest is in how positive psychology manifests itself from the point of view of indigenous classrooms and teaching, and what it has to offer to support well-being and flourishing in indigenous students.

O Transtorno do Espectro Autista (TEA) atinge cerca de 70 milhoes de pessoas no mundo, assumindo um maior destaque na sociedade, e determinando a necessidade de tratamentos acessiveis e eficazes, principalmente na infância. Nesse contexto, propostas de intervencao baseadas no modelo da Analise do Comportamento Aplicada (ABA) ganham espaco de atuacao no Brasil, devido a sua popularizacao e efetividade em outros paises, e por obter resultados cientificamente comprovados. Para agregar informacoes, a presente pesquisa objetivou identificar a percepcao dos pais e profissionais sobre a aplicacao da tecnica ABA em criancas com TEA. Foi realizada uma pesquisa exploratoria, de abordagem qualitativa, que contou com 17 participantes (nove profissionais e oito familiares de criancas com TEA), que responderam um roteiro de entrevista adaptado para cada grupo, cujo dados foram compreendidos por meio de analise lexical no software IRaMuTeQ (Interface de R pour les Analyses Multimensionnelles de Textes et de Questionnaires). Os resultados mostram que a ABA viabiliza uma melhora nas habilidades sociais e afetivas de criancas com TEA, ao reforcar comportamentos socialmente aceitos e modificar os nao aceitos, reduzindo os comportamentos repetitivos e estereotipias. Conclui-se a importância da ABA como tecnica eficiente para o desenvolvimento da crianca e sua adaptacao na sociedade.

Purpose Socialisation agents, including family, peers, Elders, teachers, mass media and community networks, significantly influence students’ decisions to pursue higher education (HE). This paper aims to further explore how these agents, within the framework of consumer socialisation theory, act as influential forces at the early stages of the decision-making process, shaping perceptions and providing motivation for Indigenous students’ educational choices. Design/methodology/approach A three-phase narrative inquiry method was used, including autobiographical accounts from students, yarning sessions with peers and one-on-one interviews. This participatory approach centred Indigenous knowledges to inform culturally responsive social marketing strategies. Findings The study identified five key themes impacting Indigenous students’ educational journeys: ecosystem of connection, challenging societal expectations and harnessing untapped potential, determination to pursue and embrace passions, authentic representation and inclusive engagement and expanding access and opportunity. Findings emphasise the need to amplify Indigenous voices and knowledge systems through upstream, midstream and downstream strategies, evolve recruitment efforts beginning in early childhood, and build networks of support to improve access to HE. Originality/value This research contributes to consumer socialisation theory by examining how socialisation agents influence Indigenous students’ educational decisions, using a participatory narrative inquiry approach grounded in Indigenous knowledges. It offers actionable strategies and acts as a call to action for future research in this important field.

Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach

The high rates of teachers’ attrition in Chile, particularly in Indigenous schools, requires an understanding of how the experiences of teachers working in these contexts impact on their professional practice. Through the teachers’ lens, using a narrative inquiry design, this study seeks to understand how educators face the challenges of teaching in rural and Indigenous settings. Findings of this study show Chilean teachers’ lack of knowledge about Indigenous culture and tradition. Teachers do not know about Indigenous students' characteristics and this is affecting teaching. Also was found that some elements are causing teachers’ exhaustion in rural and Indigenous context. These are teachers’ wrongs expectations about rural lifeways, extreme living conditions, emotional and geographic isolation and the lack of professional recognition.
 The finding of this study may contribute to future research and education stakeholders and universities that are in the process of finding improvements to teaching practices and teachers’ education programs.