"I Don't Want to Grow Up and Not Be Smart": Urban Indigenous Young People's Perceptions of School

Autor/inn/en	Nelson, Alison; Hay, Peter J.
Titel	"I Don't Want to Grow Up and Not Be Smart": Urban Indigenous Young People's Perceptions of School
Quelle	In: Australian Journal of Indigenous Education, 39 (2010), S.54-64 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Student Attitudes; Educational Objectives; Outcomes of Education; Young Adults; Biographies; Educational Experience; Urban Areas; Indigenous Populations; Qualitative Research; Educational Policy; Interviews; Futures (of Society); Health; Educational Attainment; Academic Aspiration; Occupational Aspiration; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Young adult; Junger Erwachsener; Biography; Biografie; Biographie; Bildungserfahrung; Urban area; Stadtregion; Sinti und Roma; Qualitative Forschung; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Future; Society; Zukunft; Gesundheit; Bildungsabschluss; Bildungsgut; Berufsneigung; Berufsziel; Ausland; Australien
Abstract	In light of the policy and research interests in optimising the educational experiences and outcomes of Indigenous young people, this paper aims to give voice to young Indigenous students' experiences of school and to convey a sense of the varied and complex nature of their educational and life pathways. Using a qualitative, life history research approach, 14 young people were interviewed seven times over two and a half years as they transitioned from primary school to secondary school in order to explore their perceptions of health, schooling and plans for the future. The findings demonstrate the complex and multifarious lived experiences of these young people and the incongruence with apparent assumptions underpinning education policies focused on improving and measuring educational outcomes. We argue that in order to avoid isolating, threatening or marginalising Indigenous (or any other) students within education systems, traditional educational pathways and trajectories need to be challenged so as to celebrate the cultural wealth of young people; recognise, value and build on their previous educational experiences; and support the transition across different learning and vocational avenues. (Contains 2 tables.) (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10