Walking the Tightrope or Constructing a Bridge? A Study into Effective Partnership Practices between an Interstate Boarding School Community and a Very Remote Aboriginal Community

Autor/in	Lloyd, Andrew
Titel	Walking the Tightrope or Constructing a Bridge? A Study into Effective Partnership Practices between an Interstate Boarding School Community and a Very Remote Aboriginal Community
Quelle	In: Australian and International Journal of Rural Education, 30 (2020) 2, S.1-15 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Boarding Schools; Partnerships in Education; Rural Areas; Phenomenology; Indigenous Populations; Foreign Countries; Family School Relationship; Case Studies; Employment; Secondary School Students; School Personnel; Educational Attainment; Advisory Committees; College School Cooperation; Student Adjustment; Cultural Differences; Indigenous Knowledge; Trust (Psychology); Languages; Culturally Relevant Education; Western Civilization; Australia + Suchen Sie Ihr Suchwort? Boarding school; Internat; Hochschulpartnerschaft; Rural area; Ländlicher Raum; Phenomenological psychology; Phänomenologie; Psychologie; Sinti und Roma; Ausland; Case study; Fallstudie; Case Study; Dienstverhältnis; Sekundarschüler; Schulpersonal; Bildungsabschluss; Bildungsgut; Beratungsstelle; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kultureller Unterschied; Language; Sprache; Australien
Abstract	Access to secondary education for very remote Northern Territory Indigenous students is limited. Although many students attend distant boarding schools, very few stay to complete Year 12 (the final year of secondary school in Australia). Few families and communities are fully engaged in the whole transition process. This paper describes a case study of one very remote Indigenous community and its partnership with an interstate boarding College. The partnership is attributed with students from community staying to complete Year 12 and then seeking local employment pathways afterward. The study on which this paper is based, investigated how the elements within this partnership function. Using a qualitative methodology with a phenomenological design, two adults from the remote Indigenous Community and six staff from a partner boarding College were interviewed. Interviews were transcribed verbatim, thematically coded and participants were deidentified. Limitations included small sample size not completely representative of the students, families, Elders and staff from either the community or the college. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01