C‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ase study-Fighting the system-mistreatment of people with disabilities in group homes This written assessment requires you to analyse a case-study and articulate the human rights problems or gaps, and possible interventions you can recommend from your research and broader reading. Each of the case studies related to contemporary issues, even though some of the documentaries were recorded a four or five years ago. Please watch this recording 1. Fighting the system – mistreatment of people with disabilities in group homes https://www.abc.net.au/4corners/fighting-the-system-promo/8380838 1. Briefly summarise the case study 2. Identify three (3) key human rights issues in the case study. 3. For each key issue, explain why these are issues – i.e. identify the human rights gaps, tensions AND problems that need to be addressed. 4. For each key issue, provide one (i.e, a total of three in your analysis) key recommendation you would make to inform policy in Australia in RELATION to this particular issue, supported by relevant literature. Criteria & Marking • Effective introduction with clear articulation of learning goals and rationale for why practitioners should undertake this course and your choice of case study (6 marks) • Clear, concise and accurate summary of main issues in the case study (3 marks) • Clear identification of three (3) human rights issues (3 marks) • For each issue, clear and well supported explanation of why these are human rights issues (gaps/problems) (9 marks) • Sophisticated and supported policy recommendations (three altogether) (9 marks) • Evidence of broad reading and use of literature and correct referencing (APA 7th edition) (5 marks) References -Please use these references can add others United Nations universal declaration of Human rights Universal Declaration of Human Rights. (.). United Nations. United Nations convention on the rights of persons with disabilities (UNCRPD) Davis, L. J. (Ed.). (2013). The disability studies reader. Taylor & Francis Group. (chapter 16) Ife, J. (2008). Chapter 1 Human rights in a globalised world. In Human rights and social work: Towards rights-based practice (Rev. ed, pp. 4–28). Cambridge University Press. Leeder, S. R., & Dominello, A. (2005). Health, equity and intellectual disability. Journal of Applied Research in Intellectual Disabilities, 18(2), 97–100. Cole, N. L. (2019, October 13). Definition of Intersectionality: On the Intersecting Nature of Privileges and Oppression. ThoughtCo. Morgaine, K., & Capous-Desyllas, M. (2015). Chapter 1: Intersections of social work and social justice. In Anti-oppressive social work practice: Putting theory into action (pp. 1–47). Sage. Galvin, R. (2003). The paradox of disability culture?: the need to combine versus the imperative to let go. Disability & Society, 18(5), 675–690. Ward, M. (2015, May 29). National Disability Insurance Scheme & social advocacy: Four challenges. Medium. Disability and child sexual abuse in institutional contexts | 2016 – The Royal Commission into Institutional Responses to Child Sexual Abuse commissioned and funded this research project. Beange H. (1996) Caring for a vulnerable population: who will take responsibility for those getting a raw deal from the health care system? Medical Journal of Australia 164, 159–160. Beange H. & Durvasula S. (2001) Health inequalities in people with intellectual disability: strategies for improvement. Health Promotion Journal of Australia 11, 27–31. Beange H., Lennox N. & Parmenter T. R. (1999) Health targets for people with an intellectual disability. Journal of Intellectual Disability 24, 283–297. Braverman P. & Gruskin S. (2003) Poverty, equity, human rights, and health. Bulletin of the World Health Organization 81, 539–545. Durkin M. (2002) The epidemiology of developmental disabilit- ies in low-income countries. Mental Retardation and Develop- mental Disabilities Research Reviews 8, 206–211. Mooney G. (2003) Economics, Medicine and Health Care, 3rd edn. Prentice Hall, London. Nutbeam D. & Harris E. (1999) Theory in a Nutshell: A Guide to Health Promotion Theory. McGraw-Hill Book Co, Sydney. Sutherland G., Couch M. A. & Iacono T. (2002) Health issues for adults with developmental disability. Research in Develop- mental Disabilities 23, 422–445. Tones K. (2002) Health promotion, health education and the public health. In: Oxford Textbook of Public Health, 4th edn (eds R. Detels, J. McEwen, R. Beaglehole & H. Tanaka), pp. 829–863. Oxford University Press, Oxford. This is An Example for your reference Case Study – Return to Aurukun – on an Indigenous Community’s continuing struggles and The Case Study The Case Study tells the story of Aurukun an Aboriginal Community in the northern area of Cape York. The focus of the case study is to examine the community’s responses to a myriad of government driven policies from 1978 to the present day. The policies imposed on this community overtime have had broad ranging consequences on all aspects of the lives of the Aurukun people. The story follows the changing social and cultural landscape at Aurukun from a vibrant, active and empowered community fighting for land rights to a community lost in government directed policies which appeared to be delivered without consultation or consideration of local community and cultural needs. The case study continues from this dark period stretching the 1980 -1990 to present day Aurukun where some hope has been restored through a range of community driven initiatives including welfare reform, a focus on school attendance, a dry community and a range of family support programs. These are supported by a community governance structure with a philosophy based on self-responsibility. The programs are delivered by way of community participation and decision making. Identify three key human rights issues in the case study • The right to self -determination – choice in determining how our lives are governed, participation in decisions which affect us and control over our lives and development (United Nations Declaration on the Rights of Indigenous Peoples, 2010, Articles 1 – 6) • • The right to be consulted and Informed – The right to participate in decisions that affect us. This should be guided by and include the principle of free, prior and informed consent (United Nations Declaration on the Rights of Indigenous Peoples, 2010, Articles 18 – 24) • • The right to Social and Cultural Rights. The right to enjoyment of the highest attainable standard of physical and mental health, the right to education and the right to participate in cultural life (United Nations Declaration on the Rights of Indigenous Peoples, 2010 Articles 11 – 24 & Gray, 2015) For each key issue, explain why these are issues – Identify the human rights gaps, tensions or problems that need to be addressed. These key issues are all interrelated and interdependent. Without a process of consultation there is no sense of self-determination. By denial of cultural and social rights there is also no sense of self-determination. A community cannot be self- determined without the right to consultation and social and cultural rights. It is clear that these rights with many other human rights have been denied both historically and in contemporary Australia when we examine Indigenous Australian relations (Schokman, 2012). The story of Aurukun provides a good example of all three key human rights issues and their relationship to each other. Aurukun was a community with a sense of self- determination based on customary employm‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ent and striving for social and cultural rights through actively seeking land rights and community governance. This was overturned by the government of the time and followed by the imposition of social policies without consultation which eventually collapsed community self – determination, the structure of work and stifled access to social and cultural rights. This in turn had far reaching consequences for all aspects of community and cultural life at Aurukun (Return to Aurukun – on an Indigenous community’s continuing struggles and social issues, 2011). The tensions and problems which exist in this space and many other situations associated with Indigenous relations in Australia are very complex. The perpetuation of paternalistic beliefs from colonialism that are current today and manifest as racism both individually and systematically find Indigenous Australians discriminated against and marginalised as subjects to be managed. This is exacerbated by contemporary media which manifests a stereotype of Indigenous Australians which is based on ignorance and misinformation resulting in a lack of regard for another way of knowing and being in the world that is the foundation of our First Nations People. Then there is the struggle of giving up and/or sharing of power by white Australia and what this might entail, the fear that this ignites from a socio-political and community perspective and how indeed would this be managed (Altman & Russell 2012; Altman & Hinkman 2010) These themes are consistent in contemporary Indigenous relations in Australia and act as justification for a lack of consultation and imposition of policies without regard for cultural and social rights. This is evident within the current NT Intervention policies, contemporary Indigenous education policy and economic development policies to name just a few. Schokman ( 2012) & Altman & Russell ( 2012) note that regarding the NT Intervention and the subsequent Stronger Futures policies there has been little or no consultation with Indigenous people partly under the guise of an “Emergency Response”. This has been followed by the unsubstantiated success of the intervention as foundation for the continuation of like policies through Stronger Futures. The result of such practices sees the NT policies as further disrupting Indigenous relations through the development of policies which obstruct community self- determination and social and cultural rights. Likewise Townsend (2011) & Bat (2014) claim that within tertiary education institutions the inability to be inclusive of Indigenous knowledge and ways of learning means that for survival Indigenous Australians must buy into the dominant culture. This leaves Indigenous people disempowered through loss of cultural dignity and recognition as a people, it perpetuates the paternalism and racism that currently exists and reduces opportunity for self- determination. Altman & Fogarty (2010) & Altman & Hinkson (2010) also examine various government policies implemented to support economic development in Aboriginal communities. Often these policies are based on a neoliberalist agenda, an agenda which has no relationship to Aboriginal philosophy and are imposed from the top down without consideration for local community cultural circumstances and local resource opportunities. Continually governed by policies which are imposed rather than negotiated, based on profoundly different philosophies and ways of being in the world without consideration for cultural and social needs finds the rights of Indigenous Australians compromised. In this context the voice of Indigenous Australians will always struggle to be heard and validated, therefore the possibilities of building trusting and respectful relationships with mainstream Australia will always be fraught with danger (Parke, 2014). For each key issue, provide one (a total of three in your analysis) key recommendations you would make to inform policy in relation to this particular issue, supported by relevant literature. To create an environment where Indigenous Australians can thrive as self- determined people policies which promote and support mainstream Australia to develop a deep understanding and appreciation of Indigenous culture is required. This is fundamental to developing trusting relationships based on respect which allows for meaningful consultation and appreciation of the vital role of social and cultural rights as identified and directed by Indigenous people (Townsend 2011; Schokman 2012; Altman & Russell 2012; Bat (2014). Indigenous designed and implemented cultural education throughout the education system would be a key recommendation to support cultural appreciation and develop a trust in Indigenous leadership and self-determination. As Townsend (2011) & Bat et al.(2014) note there are many attempts at delivering ‘Indigenous Education’ in Australia which fail to allow the structure, time and resourcing for authentic implementation. This includes education for mainstream Australia and also systems that are designed to increase Indigenous student participation. Dominant ideology prevails and there is an expectation that Indigenous education should fit within this system. Bat et al. (2014) discusses a two way model which allows for the strengthening of Indigenous Identity through recognising the knowledges and ways of learning of the first peoples of this land as a strong foundation for the entire nations learning. Likewise Townsend (2011) also offers suggestions for improved time and resources to allow for developing relationships between Indigenous teachers and mainstream students which includes time for deep personal reflection to allow for cultural appreciation. Local Consultation based on Indigenous Kinship and Community Systems and Resources. Consultation must take place on all issues which affect the lives of Aboriginal People; essential to this is the need to recognise the diversity and individuality of each community, its people, its cultural heritage and its resources. (Altman & Fogarty 2010). This poses challenges to many current interventions and policies which tend to provide a blanket approach to working with Indigenous communities. The NT Intervention and the subsequent Stronger futures are good examples of this where policy implementation has no reference to local or individual circumstances often causing shame and further disempowerment of communities (Schokman 2012; Altman & Fogarty 2010). Likewise economic development policies including those supported by Noel Pearson tend toward a one size fits all approach. Altman challenges Pearson on this with particular reference to customary employment versus mainstream employment requiring people to leave traditional lands (Pearson 2008 & Return to Aurukun – on an Indigenous community’s continuing struggles and social issues, 2011). Altman & Hinkman (2010) suggest a hybrid model which accommodates a range of community and cultural needs based around access to local resources such as ranger programs and local creative industries. It is imperative that local consultation is a priority when developing policies with Indigenous Australians to ensure that mutually beneficial decisions are possible. Increase contact between mainstream and Indigenous Australians whenever possible. As with the previous recommendations it is essential that an appreciation of Indigenous culture is accessible for mainstream Australians. Whilst this can be systematically implemented through our social institutions it is vitally important that contact between mainstream and Indigenous Australians is considered an important component of our everyday lives. When creating opportunities through community activities, business and policy this needs to be considered a priority. Through developing a culture of ‘contact’ and ‘shared’ community we create the opportunity to develop a shared humanity which provides good foundation for all that we do together into the future. Simply spending time with and getting to know a person from another cultural background provides the best possible chances for mutual respe‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ct which is fundamental to building trusting relationships. (Schokman 2012; Townsend 2011).

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