Factors Affecting the Development of School And Indigenous Community Engagement: A Systematic Review

Autor/inn/en	Lowe, Kevin; Harrison, Neil; Tennent, Christine; Guenther, John; Vass, Greg; Moodie, Nikki
Titel	Factors Affecting the Development of School And Indigenous Community Engagement: A Systematic Review
Quelle	In: Australian Educational Researcher, 46 (2019) 2, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowe, Kevin) ORCID (Harrison, Neil) ORCID (Tennent, Christine) ORCID (Guenther, John) ORCID (Vass, Greg) ORCID (Moodie, Nikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00314-6
Schlagwörter	Indigenous Populations; Pacific Islanders; Educational Environment; Cultural Differences; Social Differences; Conflict; Family School Relationship; Teacher Student Relationship; Educational Policy; Barriers; Educational History; School Community Relationship; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied; Sozialer Unterschied; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Ausland; Australien
Abstract	School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic conflict that has historically existed between teachers and schools, and Aboriginal students, families and their local communities. This relationship is both symptomatic and causal of the broader and highly complex field of issues and policies found to underpin the fraught histories existing between many Aboriginal communities and schools. This systematic review of the research literature reports on findings and insights into the everyday environments of these interactions and the possibilities of Aboriginal communities being able to affect the establishment of genuine and productive interactions with schools. The review looks to focus on those factors seen to either enable or act as barriers to this process, and comment on their impact on Aboriginal communities, their students and schools' capacity for purposeful engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01