Abstract
AbstractFor Indigenous Australian Queer and Gender Diverse (QGD) Peoples, being acknowledged, recognised, and considered in frameworks, policies, and within organisations in the broader Australian context is rare. This article will explore some of the structures, systems, and policies that impact on Indigenous QGD peoples in Higher Education (HE). We will speak on social and emotional wellbeing (SEWB) and how this knowledge may translate into clinical social work practice. We explore the ways in which HE can become conscious, motivated, and emboldened to enact clinical social workers of the future towards ultimately improving current recruitment, retention, which will contribute to individual and group change in Australia.
Publisher
Springer Science and Business Media LLC
Reference95 articles.
1. Adams, T. E., & Holman Jones, S. (2008). Autoethnography is queer. In N. Denzin, Y. Lincoln, & L. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 373–390). Sage.
2. Allen, K. R., & Piercy, F. P. (2005). Feminist autoethnography. Research Methods in Family Therapy, 2, 155–169.
3. Anderson, P., Pham, T., Blue, L., Fox, A. (2021). Supporting Indigenous Higher Degree by Research Students in Higher Education. In: Huijser, H., Kek, M., Padró, F.F. (eds) Student Support Services. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-13-3364-4_39-1
4. Asante, G. A. (2015). (De) stabilizing the Normative: Using Critical Autoethnography as Intersectional Praxis to (Re) conceptualize identity performances of Black Queer immigrants. Kaleidoscope: A Graduate Journal of Qualitative Communication Research 14(1), 9.
5. Axelsson, P., Kukutai, T., & Kippen, R. (2016). Indigenous wellbeing and colonisation. In Journal of Northern Studies (Vol. 10, No. 2, pp. 7–18). Umeå University.