Indigenous language

health status of Indigenous Australians today remains far below that of the general population, with a considerable gap in life expectancy of almost 11 years between the two.1 Even in non-remote regions, elderly Aboriginal and Torres Strait Islander people are 50% more likely than a similar bracket of the general Australian population, to have a disability or a long-term health condition.1 Communication difficulties due to cultural and linguistic differences between non-indigenous health care providers

often used as punishment for speaking their indigenous languages. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditional First Nations cultures in Canada. One far-reaching result of the residential school system is the loss of indigenous languages in Canada. A major cause of this loss was the

Identity in Native America is directly associated with culture and language. As a result, some of the issues today which are important in shaping the identity of modern Native Americans include: representations of native people by the media in sports and popular culture; how indigenous languages are being revitalized and maintained; and identity reclamation. The Native American lifestyle has changed significantly during the last half of the 20th century and that is because views on the Native people

and political issue. For remote indigenous communities this is even more so. School curriculums in Australia are western culturally based and thus this effects the learning capabilities of indigenous students in remote communities. “Most indigenous Australians living in the Northern Territory want their children to go to school and get an education. They also want their children to learn the ways of their ancestors, to be strong in the knowledge of their indigenous laws and beliefs.”(Linkson, M. 1999

on the one third of students in Aboriginal schools with a specifically Aboriginal education rather than the majority attending the same schools as non-Indigenous children. In either case major problems were indentified with Aboriginal education by 2000. The last twenty years has seen these themes played out in both policy and practice. Indigenous self-determination had played a big part in educational policy since the 1970s but by 2012 Marcia Langton in her Boyer Lectures attacked the concept as

Cultural Safety Indigenous Perspectives subject in first semester, it is evident that there are many inequalities that exist in the country between indigenous Australians and non-indigenous Australians (Ramsden, 2002). As an international student I found this subject to be extremely interesting and challenging. Learning the significance of cultural differences is an important aspect of nursing practice everywhere. On the other hand, I found unexpected negative issues related to indigenous Australians

swearing had proceeded to prosecution, whether the swearing had actually occurred would have been brought into question (Hurley v. Clements & Ors (2008). Queensland statistics show that 2,792 Indigenous Australians were arrested for public order offences for the year 2015-2016, compared with 5,991 for non-Indigenous Australians. This is rather alarming given that only four per cent of people aged over ten years old identify as Aboriginal and Torres Strait Islander in Queensland (ABS, 2017). The Australian

Indigenous Australians have faced many changes to their original life style, with numerous policies being brought in. These policies had an incredible affect on how the indigenous Australians lived. The policies inflicted on the indigenous Australians varied widely and had numerous impacts. The policies of assimilation, protection and integration had mainly negative impacts on the community, causing loss of identity, language and religion. The policies of self-determination and reconciliation, had

“die out”, through forced rejection of their heritage and banning the use of their own language. Children faced physical, psychological and sexual abuse, sexual and labour exploitation, racism, grief, and suffering. Between 1 in 10 and 3 in 10 Aboriginal and Torres Strait Islander children were taken by government, church, or welfare authorities and placed into institutional or foster care with non-Indigenous families. Authorities were able to remove Aboriginal children it was thought that through

students who do not belong to the dominant culture (Connell, 2013; Creagh, 2016; Ford, 2013, p. 81; Keddie, 2012; Killen, 2005; Lingard et. al., 2012). The NAPLAN Achievement in Reading, Writing, Language Conventions and Numeracy: National Report for 2016 provides data identifying that students from a language background other than English