Policy, Practice and the "Revolving Classroom Door": Examining the Relationship between Aboriginal Spatiality and the Mainstream Education System

Autor/in	Prout, Sarah
Titel	Policy, Practice and the "Revolving Classroom Door": Examining the Relationship between Aboriginal Spatiality and the Mainstream Education System
Quelle	In: Australian Journal of Education, 53 (2009) 1, S.39-53 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Outcomes of Education; Residential Patterns; Academic Achievement; Foreign Countries; Student Mobility; School Location; Indigenous Populations; Case Studies; Cultural Background; Educational Policy; Migrant Children; Migration Patterns; Australia + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Wohnsituation; Schulleistung; Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulgelände; Sinti und Roma; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Australien
Abstract	Indigenous academic outcomes are in many ways negotiated at the interface between student spatialities--including their residential patterns and choices--and the mainstream school system. The current model of education delivery rewards regular attendance at well resourced schools. Conversely, sporadic interactions with under-resourced schools generally produce poor educational outcomes. This paper draws on qualitative case-study research in Yamatji country, Western Australia, to present a grounded analysis of the mutually effectual relationship between the mainstream education system and Aboriginal spatiality. It begins with a discussion of how school location and standards influence Aboriginal migration and residence choices, and outlines the significant policy implications of this relationship. It then examines the impacts of Aboriginal itinerancy on student learning and school functionality, and critically evaluates a number of strategies for tackling student mobility in terms of their applicability and appropriateness to Indigenous contexts. The paper ultimately argues the need for researchers, policy-makers and educators to engage more intentionally with the spatial practices of Aboriginal students. (Contains 2 notes and 1 figure.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10