A Critical Exploration of Staff Perceptions of Aboriginal Boarding Students' Experiences

Autor/inn/en	Mander, David J.; Cohen, Lynne; Pooley, Julie A.
Titel	A Critical Exploration of Staff Perceptions of Aboriginal Boarding Students' Experiences
Quelle	In: Australian Journal of Education, 59 (2015) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944115607538
Schlagwörter	Critical Theory; Indigenous Populations; Foreign Countries; Boarding Schools; Student Experience; Teacher Attitudes; Secondary School Students; Single Sex Schools; Administrator Attitudes; Disadvantaged; Culture Conflict; Student Adjustment; Social Support Groups; Racial Bias; Teacher Student Relationship; Peer Relationship; Parent School Relationship; School Community Relationship; Australia + Suchen Sie Ihr Suchwort? Kritische Theorie; Sinti und Roma; Ausland; Boarding school; Internat; Studienerfahrung; Lehrerverhalten; Sekundarschüler; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Kulturkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social support; Soziale Unterstützung; Racial discrimination; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Australien
Abstract	This exploratory study investigated how staff at four private boys' boarding schools in Perth, Western Australia, constructed meaning and understanding around the experience of studying away from home and family for Aboriginal students from regional and remote communities. Interviews were conducted with 16 participants recruited from the four schools. Three major themes with corresponding sub-themes emerged from the data analysis: (1) Aboriginal Disadvantage and the sub-themes of Social Responsibility and Opportunity, (2) Academic and Social factors and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, Prejudice, Stereotypes, and Racism and (3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The implications of these findings are discussed and implications for policy and practice are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01