Has the federal government’s intervention in Aboriginal communities taken a respectful, tolerant, partnership approach?
Work by Marmot1 and Wilkinson2 and insights from de Botton3 and Freire4 throw light on the background and mechanisms whereby the process of colonisation and the ongoing situation of Indigenous people in Australia today translate into physical and mental illness and social discord.
No one can claim that it has. From the outset, the intervention has been styled as strong, decisive action. The situation has been framed as an emergency. Consultation with Aboriginal leaders has come later and has been approached in the vein of “this is how you are going to do what we want”. In the federal government’s haste to be seen to be responding to the Ampe akelyernemane meke mekarle: “little children are sacred” report,5 there has been talk of children being forensically examined and uncertainty about what will happen. Scared parents are disturbed by these developments and by the stories of older people who still hold clear memories of the stolen generations — another thing obscured by the white blindfold. Are Aboriginal leaders and the communities they lead feeling respected?
Were the intervention to be reconfigured and the money invested in a way that supported Aboriginal leaders to build their own capacity and to develop a community response, then I would be much more confident that long-term good will come from it. Community building projects that have been run in other Australian jurisdictions have demonstrated that this approach works — for example, the Windale Community Renewal Scheme in New South Wales.6 There is, besides, an established primary health care sector operating in the NT which, with adequate funding, would be well positioned to do more of what it is already doing.
- 1. Marmot M. Health in an unequal world: social circumstances, biology and disease. Clin Med 2006; 6: 559-572.
- 2. Wilkinson RG. The impact of inequality: how to make sick societies healthier. New York: The New Press, 2005.
- 3. de Botton A. Status anxiety. Melbourne: Penguin Australia, 2005.
- 4. Freire P. Pedagogy of the oppressed. Harmondsworth, UK: Penguin Education, 1973.
- 5. Wild R, Anderson P. Ampe akelyernemane meke mekarle: “little children are sacred”. Report of the Northern Territory Board of Inquiry into the Protection of Aboriginal Children from Sexual Abuse. Darwin: NT Government, 2007. http://www.nt.gov.au/dcm/inquirysaac/pdf/bipacsa_final_ report.pdf (accessed Nov 2007).
- 6. NSW Department of Community Services. Windale. http://www.communitybuilders.nsw.gov.au/solutions/windale/wind.html (accessed Nov 2007).
None identified.