Social capital meets identity

Brough, Mark; Bond, Chelsea; Hunt, Julian; Jenkins, David G.; Shannon, Cindy; Schubert, Lisa

doi:10.1177/1440783306069996

Cited by 57 publications

(17 citation statements)

References 20 publications

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“…The social connectedness reported by clients is of particular importance for Aboriginal and Torres Strait Islander people who may have been displaced by previous government policies [30]. This social connectedness or "re-connectedness" is a strength of Aboriginal and Torres Strait Islander communities which the Work It out Program was able to foster in an urban context, where people can be more disparately placed and less connected [31].…”

Section: Discussionmentioning

confidence: 99%

“I Am Getting Healthier”. Perceptions of Urban Aboriginal and Torres Strait Islander People in a Chronic Disease Self-Management and Rehabilitation Program

Nelson¹,

Mills²,

Dargan³

et al. 2016

Health

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Chronic disease is a main contributor to the disproportionately high burden of illness experienced by Aboriginal and Torres Strait Islander Australians. However, there are very few programs addressing chronic disease self-management and rehabilitation which are designed specifically for urban Aboriginal and Torres Strait Islander people. This paper aims to explore client and staff perceptions of the Work It out Program, a chronic disease rehabilitation and self-management program designed for urban Aboriginal and Torres Strait Islander people. The study used a mixed methods approach to explore the success, barriers and self-reported outcomes of the program. Quantitative data were collected through a structured survey, comprising social and demographic data. Qualitative data were collected through interviews using Most Significant Change theory. Twenty-eight participants were recruited, 6 staff and 22 clients (M = 7, F = 21) with an age range between 21 and 79 years of age (Mean = 59.00, SD = 17.63). Interviews were completed in 2013 across four Work It out locations in Southeast Queensland. Semi-structured interviews were conducted either individually or in groups of two or three, depending on the participants' preference. Thematic analysis of the data revealed six main themes; physical changes, lifestyle improvements, social and emotional well-being, perceptions about the successful features of the program, perceived barriers to the program and changes for the future. This exploratory study found that clients and staff involved in the Work It out Program perceived it as an effective self-management and rehabilitation program for urban Aboriginal and Torres Strait Islander Australians. Further evaluation with a larger sample size is warranted in order to establish further outcomes of the program. A. Nelson et al. 539

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Section: Discussionmentioning

confidence: 99%

“I Am Getting Healthier”. Perceptions of Urban Aboriginal and Torres Strait Islander People in a Chronic Disease Self-Management and Rehabilitation Program

Nelson¹,

Mills²,

Dargan³

et al. 2016

Health

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“…It models a redistribution of power essential to easing tension between historically disparate groups, building equitable relationships between schools and communities and strengthening community social capital. Brough et al (2006) suggest a strong correlation between levels of educational achievement and levels of social capital, that when perceived as 'community cultural wealth' (Yosso, 2005), becomes a normalised presence in the professional learning arena, therefore advancing the cultural capital of the whole community.…”

Section: Acknowledging Power Relationshipsmentioning

confidence: 98%

Beyond cultural competence: transforming teacher professional learning through Aboriginal community-controlled cultural immersion

Burgess

2017

Critical Studies in Education

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This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural knowledge holders. This research study analyses the New South Wales Aboriginal Education Consultative Group Connecting to Country cultural immersion programme for local communities and schools. A mixed methods approach, analysing quantitative and qualitative data from questionnaires and interviews, highlights the significant impact this experience has on teachers in building relationships with local Aboriginal community members. Teachers reported learning new knowledge about local Aboriginal people, culture, history and issues that challenged their assumptions, personal and collective positioning and pedagogical approaches to teaching Aboriginal students. Implications from the study identify the significance of privileging Indigenous ways of knowing, being and doing in order to realise culturally responsive schooling and empower teachers as critically reflective change agents in their schools. It further identifies the need for significant human and financial investment so that all teachers can engage with this authentic and potentially transformative professional learning experience. ARTICLE HISTORY

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“…Some scholars argue that bridging capital and linking capital are more valuable than bonding capital (Woolcock and Narayan in Brough et al, 2006) and are accessed and built via more powerful and diverse networks. These capitals are thought of metaphorically, as either horizontal or vertical.…”

Section: The Concept Of Capitalmentioning

confidence: 99%

Sudanese young people building capital in rural Australia: the role of mothers and community

Santoro¹,

Wilkinson

2015

Ethnography and Education

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This version is available at https://strathprints.strath.ac.uk/54047/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the This article draws on an ethnographic study that consisted of in-depth case studies of eight Sudanese young people of refugee background living in rural Australia. Prompted by concern over deficit views of young refugees that pervade educational literature, we aimed to understand what facilitates their successful resettlement into Australian rural communities. We were particularly interested in understanding the strengths, resources and capital they draw upon and generate through their participation in out-of-school social and learning contexts, as well as within family and community networks. Here, we focus on one of the study's participants, Samir. We highlight how his mother was instrumental in providing a safe and secure home environment where significant bonding capital was generated, as well as how she facilitated her son's participation in community and ethnic networks, thus enabling him to acquire bridging and linking social capital. We conclude by discussing the implications for schools and for research.

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Social capital meets identity

Cited by 57 publications

References 20 publications

“I Am Getting Healthier”. Perceptions of Urban Aboriginal and Torres Strait Islander People in a Chronic Disease Self-Management and Rehabilitation Program

“I Am Getting Healthier”. Perceptions of Urban Aboriginal and Torres Strait Islander People in a Chronic Disease Self-Management and Rehabilitation Program

Beyond cultural competence: transforming teacher professional learning through Aboriginal community-controlled cultural immersion

Sudanese young people building capital in rural Australia: the role of mothers and community

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