Climbing the Educational Mountain: A Metaphor for Real Culture Change for Indigenous Students in Remote Schools

Autor/in	Hewitson, Robyn
Titel	Climbing the Educational Mountain: A Metaphor for Real Culture Change for Indigenous Students in Remote Schools
Quelle	In: Australian Journal of Indigenous Education, 36 (2007), S.6-20 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Community Schools; Indigenous Populations; Community Education; Figurative Language; Educational Change; Rural Population; Outreach Programs; Educational Development; Change Strategies; Social Change; Critical Theory; Resistance to Change; Educational Policy; Policy Analysis; Expectation; Consciousness Raising; Cultural Influences; Rural Sociology; Rural Education; Community Study; Australia + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Sinti und Roma; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsreform; Landbevölkerung; Jobcoaching; Bildungsentwicklung; Lösungsstrategie; Sozialer Wandel; Kritische Theorie; Politics of education; Bildungspolitik; Politikfeldanalyse; Expectancy; Erwartung; Bewusstseinsbildung; Cultural influence; Kultureinfluss; Agrarsoziologie; Ländliche Erwachsenenbildung; Australien
Abstract	The history of remote school education in the Northern Territory can best be summarised as years of lost opportunities, pedagogies of discrimination, and diminished lives for those parents and children who trusted and responded to the government's invitation to come to school. From late 2001 to 2005 historic educational change occurred in the remote Community Education Centre of Kalkaringi and Daguragu in the Northern Territory, the site for the delivery of the Northern Territory's first Year 12 Indigenous graduates studying in their own community school. At the heart of the historic achievement was a radical change in thinking about education for Indigenous students. This paper discusses some of the policy parameters and educational circumstances that prevented significant change in the delivery model of education for the Community Education Centres in addition to a conceptualisation of how that school circumvented the policy parameters and instituted real change from the ground up. The paper examines, through a critical lens, the nature of the culture change that was crafted and built upon within Kalkaringi School and its communities, despite an initial and significant sense of powerlessness felt by families and to some extent the teachers and principal within the school. Through the development and embrace of a metaphor of possibility and hope--the challenge of climbing the educational mountain formed the foundation for a dedicated and committed enactment of an equitable educational entitlement for remote Indigenous students. (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