Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia

Autor/in	Mander, David J.
Titel	Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia
Quelle	In: Australian Journal of Indigenous Education, 44 (2015) 2, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2015.21
Schlagwörter	Indigenous Populations; Parent Attitudes; Boarding Schools; Foreign Countries; Rural Areas; Interviews; Parenting Styles; Parent School Relationship; Siblings; Cultural Maintenance; Educational Practices; Access to Education; Educational Quality; Standards; Educational Opportunities; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Elternverhalten; Boarding school; Internat; Ausland; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sibling; Geschwister; Bildungspraxis; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Standard; Bildungsangebot; Bildungschance; Australien
Abstract	This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes emerged from the data: (1) Access, Standards and Quality, and the subthemes of Declining Local Schools, Opportunity, and Worldliness; (2) Parental Agency and the subthemes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings and; (3) Cultural Heritage and the subtheme of Maintenance and Transmission. The findings are described and then discussed in terms of practice implications relevant to boarding schools in WA. Limitations of the current study are acknowledged and directions for future research are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01