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	<title>Indigenous &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>The age at which Indigenous Australians undertake qualifications: A descriptive analysis</title>
		<link>https://ajal.net.au/the-age-at-which-indigenous-australians-undertake-qualifications-a-descriptive-analysis/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 07:16:31 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[age groups]]></category>
		<category><![CDATA[characteristics]]></category>
		<category><![CDATA[disadvantage]]></category>
		<category><![CDATA[Indigenous]]></category>
		<category><![CDATA[post-school education]]></category>
		<category><![CDATA[students]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1606</guid>

					<description><![CDATA[Author/s: Nicholas Biddle Edition: Volume 46, Number 1, April 2006 Summary: Reducing disparities in education outcomes between Indigenous and non-Indigenous Australians is one of the main ways in which the relative disadvantage Indigenous Australians face will be overcome. Relative and absolute participation rates in all forms of education have improved, however they are still unacceptably &#8230; <p class="link-more"><a href="https://ajal.net.au/the-age-at-which-indigenous-australians-undertake-qualifications-a-descriptive-analysis/" class="more-link">Continue reading<span class="screen-reader-text"> "The age at which Indigenous Australians undertake qualifications: A descriptive analysis"</span></a></p>]]></description>
		
		
		
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		<item>
		<title>Developments in intellectual property and traditional knowledge protection</title>
		<link>https://ajal.net.au/developments-in-intellectual-property-and-traditional-knowledge-protection/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 06:22:28 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[Indigenous]]></category>
		<category><![CDATA[intellectual property law]]></category>
		<category><![CDATA[society]]></category>
		<category><![CDATA[traditional knowledge]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1132</guid>

					<description><![CDATA[Author/s: Jane Anderson Edition: Volume 49, Number 2, July 2009 Summary: In order to protect indigenous/traditional knowledge, intellectual property law must be leveraged in a way that is responsive to the dynamic inter-relationships between law, society and culture. Over the last decade, increased attention to Indigenous concerns has produced a wealth of literature and prompted &#8230; <p class="link-more"><a href="https://ajal.net.au/developments-in-intellectual-property-and-traditional-knowledge-protection/" class="more-link">Continue reading<span class="screen-reader-text"> "Developments in intellectual property and traditional knowledge protection"</span></a></p>]]></description>
		
		
		
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		<title>Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities</title>
		<link>https://ajal.net.au/literacy-practitioners-perspectives-on-adult-learning-needs-and-technology-approaches-in-indigenous-communities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 03:59:01 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Indigenous]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[online]]></category>
		<category><![CDATA[practitioners]]></category>
		<category><![CDATA[synchronous platform]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=981</guid>

					<description><![CDATA[Author/s: Michelle Eady, Anthony Herrington and Caroline Jones Edition: Volume 50, Number 2, July 2010 Summary: Current reports of literacy rates in Australia indicate an ongoing gap in literacy skills between Indigenous and non-Indigenous Australian adults, at a time when the literacy demands of work and life are increasing. There are many perspectives on what &#8230; <p class="link-more"><a href="https://ajal.net.au/literacy-practitioners-perspectives-on-adult-learning-needs-and-technology-approaches-in-indigenous-communities/" class="more-link">Continue reading<span class="screen-reader-text"> "Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A critical race and class analysis of learning in the organic farming movement</title>
		<link>https://ajal.net.au/a-critical-race-and-class-analysis-of-learning-in-the-organic-farming-movement/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 00:28:50 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[adult]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[farmers]]></category>
		<category><![CDATA[farming]]></category>
		<category><![CDATA[food scholarship]]></category>
		<category><![CDATA[Indigenous]]></category>
		<category><![CDATA[organic]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=167</guid>

					<description><![CDATA[Author/s: Catherine Etmanski Edition: Volume 52, Number 3, November 2012 Summary: The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify &#8230; <p class="link-more"><a href="https://ajal.net.au/a-critical-race-and-class-analysis-of-learning-in-the-organic-farming-movement/" class="more-link">Continue reading<span class="screen-reader-text"> "A critical race and class analysis of learning in the organic farming movement"</span></a></p>]]></description>
		
		
		
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