Building on "Red Dirt" Perspectives: What Counts as Important for Remote Education?

Autor/inn/en	Guenther, John; Disbray, Samantha; Osborne, Sam
Titel	Building on "Red Dirt" Perspectives: What Counts as Important for Remote Education?
Quelle	In: Australian Journal of Indigenous Education, 44 (2015) 2, S.194-206 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2015.20
Schlagwörter	Rural Areas; Rural Education; Qualitative Research; Indigenous Populations; Pacific Islanders; Comparative Analysis; Educational Attitudes; Surveys; Academic Aspiration; Academic Achievement; Educational Policy; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Qualitative Forschung; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Survey; Umfrage; Befragung; Schulleistung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines "successful" educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve "success" as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of "success" to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01