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奧克蘭教育學代寫 澳洲教育

2020-09-15 06:52

在整個澳大利亞,我們的孩子成長在不屬于他們自己的文化中,成長在不屬于他們自己的社會中,成長在不屬于他們自己的傳統和習俗中。當他們長大后,他們會去尋找他們來自哪里,屬于哪里。然而,對于土著人來說,這個國家是他們的。有一些習俗對于土著文化來說是絕對重要的,包括家庭、靈性、信仰和土地(Noongar culture, 2018)。當這些概念中的一個被移除時,我們的整體就會崩潰。這就是發生在我們的孩子身上的事情,他們被帶走、偷走、轉移,影響了他們在自己土地上的位置,也影響了他們被告知“不屬于自己”的位置(Noongar, Culture, 2018)。被偷走的一代影響著所有的土著人,由于這個歷史性的事件,現在土著人的監禁率很高(Harrison & Sellwood, 2016)。這在許多方面影響了土著人民,在生活的各個領域如滾雪球般的蔓延,包括社會經濟水平低的社區、健康問題、教育水平低或沒有教育、吸毒和酗酒以及自殺(Harrison & Sellwood, 2016)。通過創建一個整個學校的方法,有凝聚力,集體協作行動的學校社區戰略,將改善學生的學習、行為和健康的條件支持這些“被偷走的一代”是指的原住民兒童從他們的家庭由澳大利亞政府機構和教會任務(Encycolopedia, 2018)。最初被認為是兒童福利的做法被一些人認為造成了廣泛的家庭和文化損害(Lloyd, et al, 2015)。遷移的性質、范圍及其對被遷移者的影響,在澳大利亞國內是一個頗有爭議和政治辯論的話題(Encyclopedia, 2018)。根據官方的政府報告,至少有3萬到10萬名兒童離開了他們的父母。根據百分率估計,在七十年間出生的所有土著兒童中有10-30%被移除。雖然完全是土著血統的孩子被排除在外,但一般來說,擁有一個或多個歐洲祖先的“混合血統”的孩子是最受攻擊的對象(百科全書,2018年)。從父母身邊帶走的孩子被教導要拒絕本土遺產,并被迫接受白人文化(威爾遜-米勒,北達科他州)。他們的名字經常被更改,而且他們被禁止說他們的傳統語言。一些兒童被白人家庭收養,許多被安置在虐待和忽視很常見的機構(威爾遜-米勒,北達科他州)。
奧克蘭教育學代寫 澳洲教育
Throughout Australia we have children who are growing up in a culture that is not theirs, in a society that is not theirs and in traditions and customs that are not theirs. When they grow up, they go and find where they are from and where they belong. However, for Aboriginal people, this country is theirs. There are customs that are absolutely paramount to Aboriginal culture including family, spirituality, beliefs and land (Noongar Culture, 2018). When one of these concepts is removed, there is a breakdown of the wholeness of our beings. This is what happened with our children who were taken, stolen and removed, impacting their placement on their land and where they were told they ‘do not belong’ (Noongar, Culture, 2018). The Stolen Generation impacts all Aboriginal people and as a result of this historic event, there is now a high rate of incarceration for Aboriginal people (Harrison & Sellwood, 2016). This has led onto affecting Aboriginal people in many ways, snowballing through various areas in life including low socio-economic communities, health issues, low or no education, drug and alcohol abuse, and suicide (Harrison & Sellwood, 2016). By creating a whole school approach, cohesive, collective and collaborative action in a school community that is strategically constructed, will improve student learning, behaviour and wellbeing, and the conditions that support these The term Stolen Generation refers to the removal of Aboriginal children from their families by Australian government agencies and church missions (Encycolopedia, 2018). Originally considered child welfare, the practice is perceived by some as having wreaked extensive family and cultural damage (Lloyd, et al, 2015). The nature of the removals, their extent, and its effects on those removed, is a topic of considerable dispute and political debate within Australia (Encyclopedia, 2018). According to the official government report, at least 30,000 to 100 000 children were removed from their parents. Percentage estimates were given that 10-30% of all Aboriginal children born during the seventy-year period were removed. Although children of full Aboriginal descent were removed, in general the children of “mixed descent”, having one or more European ancestors, were the most targeted (Encyclopedia, 2018). Children taken from their parents were taught to reject their Indigenous heritage, and forced to adopt white culture (Wilson-Miller, n.d.). Their names were often changed, and they were forbidden to speak their traditional languages. Some children were adopted by white families, and many were placed in institutions where abuse and neglect were common (Wilson-Miller, n.d.).
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