Letters #26, #32, #33 #36, #39, #79, #94, #96-97, #143-PS, #144, #147-149, #154, #156, and #244 pertain to her excursions and various activities in New York City. In them she describes, among other things, the many visits Freeman paid her great aunt, famous composer Mana-Zucca, and the music concerts they attended together in New York City and music and dance concerts in the City she went to on her own, often inviting her classmates to come along. She was able to attend these concerts for free as she was frequently given concert tickets by family friend and Newsweek magazine music and dance critic, Hubert Saal.
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This chapter draws from case study data obtained from research exploring the introduction of lay participation in care within the context of a hospital ward environment. Using illuminative evaluation strategies (Parlett and Hamilton, 1977) and an action research approach (Elliott, 1991), I worked together with a multidisciplinary team, on a general medical ward in a London teaching hospital, for a period of one year in an attempt to foster practice which would involve patients and their family/friends in care, with a view to better preparation for discharge. A multimethod approach to data collection was taken including in-depth interviews, questionnaires and participant observation recorded in daily field notes. I held weekly team meetings with participants to feedback findings and plan and evaluate action strategies. Whilst at the end of this period positive changes could be claimed, the process of innovation was extremely slow and various factors which hindered and facilitated developments will be discussed in this chapter. The slowness of organisational change in the health service has been described in other case studies by Stocking (1985) but this study specifically relates to initiatives to develop health promotion roles and describes the inertia in detail as health professionals were forced to challenge the status quo of traditional practice.
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While conducting research intended to explore the underlying thoughts and assumptions held by non-Indigenous teachers and policy makers involved in Aboriginal education I dug out my first book on Australian history which had been given when I was about seven years old. Titled Australia From the Beginning (Pownall, 1980), the book was written for children and was not a scholarly book. It surprised me, then, to find so many of my own understandings and assumptions about Aboriginal affairs and race relations in this book despite four years of what had seemed quite liberal education in Australian history.
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