Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students
For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for A...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2022-07-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/48 |
| _version_ | 1828073666204663808 |
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| author | Tessa Benveniste John Guenther Lorraine King Drew Dawson |
| author_facet | Tessa Benveniste John Guenther Lorraine King Drew Dawson |
| author_sort | Tessa Benveniste |
| collection | DOAJ |
| description |
For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities). Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each student, recognising a range of interpretations and conceptions of ‘success’, and adapting these goals as necessary.
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| first_indexed | 2024-04-11T01:32:51Z |
| format | Article |
| id | doaj.art-aa319608abec4cd2a93a689d76ec8375 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:32:51Z |
| publishDate | 2022-07-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-aa319608abec4cd2a93a689d76ec83752023-01-03T09:23:02ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842022-07-0151110.55146/ajie.2022.4848Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal studentsTessa Benveniste0John Guenther1Lorraine King2Drew Dawson3CQUniversityBatchelor InstituteCQUniversityCQUniversity For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities). Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each student, recognising a range of interpretations and conceptions of ‘success’, and adapting these goals as necessary. https://ajie.atsis.uq.edu.au/ajie/article/view/48Aboriginalboarding schoolresidential collegepost-schoolingremote community |
| spellingShingle | Tessa Benveniste John Guenther Lorraine King Drew Dawson Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students The Australian Journal of Indigenous Education Aboriginal boarding school residential college post-schooling remote community |
| title | Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students |
| title_full | Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students |
| title_fullStr | Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students |
| title_full_unstemmed | Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students |
| title_short | Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students |
| title_sort | connections community and context the importance of post boarding school pathways and re engagement for remote aboriginal students |
| topic | Aboriginal boarding school residential college post-schooling remote community |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/48 |
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