Search

The purpose of this study was to explore, identify, highlight, and share promising practices related to the transition to post-treatment survivorship care from BCCA Centres and Communities Oncology Network (CON) sites in BC and the Yukon. The project also aimed to identify any unmet needs so that the BCCA Provincial Survivorship Program may better support health care professionals and survivors.

School students in Australia and internationally are currently shaping their own versions of culturally responsive pedagogies (CRP) to address concerns around climate justice. These student-led pedagogies both draw from and exceed school boundaries, inviting school communities and teachers to learn from student leaders and expand their conceptualisation and practice of becoming culturally responsive to students. This chapter considers how student-led projects that extend beyond school boundaries consolidate key tenets of CRP. Given the huge numbers and diversity of students who have highlighted climate change as a critical issue which concerns and affects them, the chapter focuses on student activism for climate justice. It asks what educators can learn from culturally diverse students in Australia and internationally who are acting for climate justice. The chapter argues that attending to student-led movements such as School Strike 4 Climate opens possibilities for educators to connect with the lifeworlds and concerns of students and to better appreciate students’ intellectual insights and the strength of their performance and activism. Learning from and with student climate activism is a promising means of becoming culturally responsive.

This chapter reports on the transformational work of two secondary school teachers—one who teaches music (Jenna) and the other performing arts (Adam)—teaching in a public secondary school in one of the most educationally disadvantaged urban regions in Australia that had embarked on a whole-of-school transformation during 2015–2019. Both teachers have been working on redesigning curriculum and pedagogy with a view to improving student achievement through trialling strategies that offer some hope for re-engaging their students. Adam reports on his successful attempts to take up elements of Project Based Learning and especially giving his students more opportunities to construct their own learning as part of a class performance. Jenna, on the other hand, redesigned the music programme with reference to critical pedagogy studies to ensure the development of foundational musical knowledge whilst also maintaining personalised approaches to learning in the middle years. We conclude this chapter with some reflections on the unique potential of the arts curriculum to re-engage students, who traditionally reject the later years of secondary schools. The arts curriculum has the potential to connect the identity work that young people are doing with the official curriculum of school. The arts curriculum, as reported here, are also exemplars of ethical and ‘local curations of learning’ (Atkinson, 2011, Art, equality and learning. Sense Publishing, p. 151).

This article considers the railways as a decolonial option for moving toward mobility justice. It views the photographic artwork Trained Man by Ngalkban Australian artist Darren Siwes through a mobilities lens, considering how the artist plays with time and attends to space, making visible what colonial projects of protection and assimilation have attempted to erase. Attending to the truths and imaginaries that reside and move with Trained Man, it draws on the work of Aboriginal and Black artists, scholars, and activists to trace Australia's past and present colonial history of training Aboriginal people into whiteness. It considers the railways as carrying “two lines of destiny” with potential moving in both colonial and decolonial directions. The article concludes by suggesting that shared spaces such as the railways open possibilities for mobilizing the decolonial project.

Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER)--University of South Australia, 2019. Includes bibliographical references (pages 244-274) This thesis takes the Australian railways as a site to study how the colonial project runs across the body of First Peoples and Country. It traces how colonialism travels by train and along railway tracks, and how the railways are used to counter coloniality. It asks what relations might take form in railway spaces that are both a product of colonialism and of Country. Inciting the more-than-rational possibilities of creative expression to trouble coloniality, the thesis centres on a poem titled ‘Steel Rails run across my body’ by Murri poet Cec Fisher, and is composed around artwork depicting the railways from the perspectives of First Peoples. Working across railway space and time, it considers how strategies of ‘obliteration’ and ‘engulfment’ (Silva, 2007) are deployed to occupy, assimilate, contain and extract lands and peoples, and how First Peoples defy and survive coloniality.

Yannarumi is a Ngarrindjeri concept that can be translated as “speaking lawfully as country.” It is fundamentally connected to understandings of peaceful relations and wellbeing. This chapter is a case study of Indigenous Nationhood. It explains how Ngarrindjeri use the Yannarumi concept to understand and assess the changing conditions through which they strive to educate the postcolonial public, and thereby negotiate a healthy life-giving relationship with Australian governments and other non-Indigenous agencies. The discussion is focused on contemporary forms of Ngarrindjeri public pedagogy and engagements with the settler State’s education systems. In order to speak lawfully and authoritatively for the wellbeing of their citizens and Country, and to exercise the responsibilities that come with the culturally fundamental interconnection between people, lands, waters, and all living things, Ngarrindjeri leaders have developed forms of political literacy, education, and life-long learning that strengthen Ngarrindjeri capacity to create a healthy future as an Indigenous nation. This aspirational strategy is influenced and supported by experiences and knowledge from other Indigenous Nations in Australia, New Zealand, and North America. This chapter considers the potential of the Ngarrindjeri Yannarumi methodology to transform colonizing curriculum and assessment frameworks of school-based education that restrict Indigenous success by devaluing and negating Indigenous knowledges. It explains how Yannarumi principles can create new curriculum and assessment guidelines that align with Ngarrindjeri values and goals aimed at securing wellbeing for people, Country, and all living things.

This chapter focuses on issues of equity and diversity in the workplace. It explores the extent to which diversity management approaches, which are based on a business rationale that diversity is a productive asset, are inclusive of historically under-represented ethnic groups and Aboriginal peoples. It proposes that equity and diversity work is not just about ethnic minority groups, but also about the dominant, white culture. The chapter proposes that current workplace standards and practices tend to be based on western norms that can privilege the majority white culture with ‘unearned assets’. Drawing on interviews with employees in human resource, learning and development, training and assessment, operational and service roles in a range of Australian rail companies, it identifi es some problems with achieving equity and diversity in the workplace, with particular attention to challenges in recognising the knowledge and skills of a culturally diverse workforce.

This chapter works towards recognising Indigenous employees as part of the Australian rail workforce and bringing attention to the skills and knowledge Indigenous Australians continue to contribute to the Australian rail industry. It draws on findings from interviews with rail industry employees and employers in corporate, operational and infrastructure roles in small, medium and large sized rail organisations across Australia. These interviews were carried out as part of a project on skills recognition in the rail industry funded by the Cooperative Research Centre for Rail Innovation. The chapter analyses how predominantly non-Indigenous employees and employers in the rail industry perceive equity and Indigenous capability, and the implications of such perceptions for recognising the skills and knowledge of Indigenous employees. It identifies a number of ‘problems’ with recognising the skills and knowledge of Indigenous employees. The analysis is informed by a historical examination of the views and actions of non-Indigenous ‘settlers’ towards Indigenous Australians, and consideration of how learning from history can assist us with understanding more equitable approaches to engagement among Indigenous and non-Indigenous Australians today.

Skills recognition processes, including recognition of prior learning (RPL) and recognition of current competencies (RCC), are currently underutilised in the Australian rail industry. This is not necessarily due to lack of interest; many rail organisations see merit in recognising the skills, knowledge and experience of current and prospective employees. However, the rail industry is highly regulated and is accountable to local and national safety bodies across jurisdictions. The training and qualifications appropriate to safety-critical roles are closely aligned with these regulatory requirements; rail operators must ensure that rail safety workers are competent as defined under these regulations. Consequently, many rail organisations consider skills recognition to be 'too risky' in an operational culture of risk mitigation. There are, however, various sectors of the industry where greater awareness and use of skills recognition could offer benefits to rail organisations and their employees. This paper reports on findings from a workforce development research project we are undertaking, funded by the Cooperative Research Centre for Rail Innovation. Our goal is to develop a skills recognition framework for the rail industry, enabling a more unified and effective approach to skills recognition. We have adopted an exploratory research approach using qualitative data collected in interviews with human resource managers, learning and development managers, employees, trainers and assessors from stakeholder organisations across Australia. We have identified some practical strategies for maximising the opportunities for skills recognition in this safety-critical industry, including the use of risk-based training needs analyses, challenge tests to supplement competency interviews and making greater use of skills recognition to identify employability and/or abstract skills. RTOs can work closely with rail to develop customised skills recognition and training at operational and management levels. There is also an allied need for increased information for users of skills recognition. We are hence currently developing a skills recognition website tailored to the Australian rail industry, with supporting documentation to ensure that users are better informed about how to use skills recognition with confidence in a safety-critical industry. This will enable greater support for assessors and recipients and closer partnerships with VET providers to promote the business case for skills recognition and ensure that it is integrated into rail's workforce development culture. Refereed/Peer-reviewed

Skills Recognition (SR) processes, including Recognition of Prior Learning and Recognition of Current Competencies, are not currently used to their full potential in the Australian rail industry. This is not necessarily due to a lack of will-many rail organisations see merit in recognising the prior skills, knowledge and experience of their employees and recruits. There are, however, perceived and actual challenges to SR in rail. In this paper, we report on some findings from a qualitative research project funded by the Co-operative Research Centre for Rail Innovation. Researchers from the University of South Australia and Central Queensland University are developing strategies to assist the Australian rail industry to adopt a more unified and effective approach to SR. This paper draws on national and international VET literature, industry documentation and research interview data. 59 semi-structured interviews were held with human resource managers, learning and development managers, employees, trainers and assessors from rail organisations and RTOs across Australia. The research highlights certain challenges for SR in the context of rail. Being a safety critical industry, there are risks associated with the recognition of skills. Across Australia, each state and territory has its own rail regulators, operating systems and codes of practice. Equity is also an issue within the culturally diverse rail workforce. These factors must all be taken into account when developing leading practice SR guidelines which meet industry needs. Our research has identified practical strategies for maximising the potential of skills recognition in the industry. We highlight the positive role skills recognition can play across certain Human Resource Management functions at a time when the rail industry is facing documented workforce shortfalls. Refereed/Peer-reviewed

This document draws on findings from CRC Project P4.111: Skills Recognition Framework, to present some positive Skills Recognition strategies for the Australian Rail industry. It highlights the positive role Skills Recognition strategies can play across Human Resource Development functions, demonstrating both the importance of embedding Skills Recognition strategies in workforce development, and the advantages for rail industry employees and employers.

This document considers some of the factors that influence Skills Recognition processes acrossAustralian industries in general and the rail industry in particular. Examples of successful SRpractice in the rail industry are highlighted, and components of sound SR practice are summarised

In light of recent developments in educational policy and the positioning of vocational education and training (VET) across the European Union, it was timely to explore these new directions and the lessons for Australian VET. A striking feature both in the European Union and Australia is the wide scope of issues that governments are addressing and the role they envisage for VET. The nine most common themes: higher education and VET inter-relationships; validation of non-formal and informal learning; access, inclusiveness and learner engagement; development of VET teachers; adult and continuing education; retention and guidance services; employer engagement and the role of social partners; and key competencies for lifelong learning and higher-level apprenticeships.