‘Aboriginal Voices’: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education

Lowe, Kevin; Tennent, Christine; Guenther, John; Harrison, Neil; Burgess, Cathie; Moodie, Nikki; Vass, Greg

doi:10.1007/s13384-019-00307-5

Cited by 24 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lastly, what are the relevant methodological approaches for eliciting a deeper understanding of rural educational realities? The paper is conceptualized within rural and indigenous research methodologies that focus on concepts of place, culture and students' lifeworlds (Lowe, et al 2019;Ankrah-Dove, 1982). At the broader level, the study is informed by Bourdieu' social/cultural theory.…”

Section: Theory and Methodsmentioning

confidence: 99%

“…The system does not properly link schooling to students' lifeworlds and community context. Research literature links the low educational outcomes among children of ethnic/rural background to the distance between home and school cultures (Castagno & Brayboy, 2008;Halsey, 2018; Lowe, et al, 2019 ). There is a focus on community participation in education as it facilitates reciprocal school-community cultural immersion (Bishop, 2008;Semke & Sheridan, 2012;Yolanda & Kreisel, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enacting Relevant Basic Education to Bridge the Rural-Urban Inequality in Ghana. The Prospects and Approaches for Investigating Rural Educational Realities

Anlimachie

2019

IJHSS

View full text Add to dashboard Cite

This conceptual and literature reviews study tracks the nexus of rural geo-cultural context, community participation, relevant pedagogy, and educational outcomes. The study traverse and synthesis existing theories/ concepts and methods to rural educational research. To identify the current gaps in knowledge and the methodological prospects in studying rural educational context. This is to lay the basis for a future detailed qualitative study into the cultural and lived educational realities of rural communities in Ghana. To inform innovative strategies on how the state, local communities and schools can better collaborate to enact an excellent Basic Education to bridge the rural-urban educational and socio-economic inequalities in Ghana. This paper argues that the methodological approaches to rural educational research should be focused on the concepts of culture, place and students' lifeworlds. And the methods should be underpinned by qualitative strategies in tune with the Ghanaian oral traditional context. Ethnographic participant observation approaches which socialise researchers, researched schools and their host communities to co-create critical knowledge offer better prospects for rural education research the seek to reconstruct equitable, fair and quality education for all.

show abstract

Section: Theory and Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enacting Relevant Basic Education to Bridge the Rural-Urban Inequality in Ghana. The Prospects and Approaches for Investigating Rural Educational Realities

Anlimachie

2019

IJHSS

View full text Add to dashboard Cite

show abstract

“…The Closing the Gap Report 2020 tells the story of Australia's ongoing failure to make any significant gains in improving educational outcomes, despite over a decade of concerted policy efforts, with only two of the education targets reported to be on track; namely, to reach 95 per cent of Indigenous four-year-olds enrolled in early childhood and to halve the gap for Indigenous people aged 20 to 24 to have Year 12 or equivalent attainment by 2020 (note the latter goal was to halve the gap, not close it) (Commonwealth of Australia, 2020). Moreover, research that centres the voices of Indigenous people in defining educational success and excellence is still emerging (Australian Government, 2019;Guenther et al, 2013;Lowe et al, 2019).…”

Section: Gaps Widening and More Flexi Schools Opening: How Indigenous...mentioning

confidence: 99%

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Shay

Sarra

Lampert

2022

AJIE

View full text Add to dashboard Cite

This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstream schools. Informed by Indigenist and critical race theory, 19 Indigenous staff members contributed to knowledge around three themes: Us Mob; Race and racism, and School Practice which incorporated discussions both of curriculum and of issues related to funding. Many Indigenous staff were working in flexi schools through choice and a sense of commitment to working with Indigenous youth. However other issues, such as experiences of racism, were still present despite the ‘social justice’ nature of flexi schools.

show abstract

“…Despite the plethora of task forces, committees and policy advisors on Indigenous education, there is little evidence that these have produced any promised improvements in educational outcomes for Indigenous students (Arabena, 2017;Lowe et al, 2019b;Schwab, 2018). It would be impossible to over-emphasise just how many issues papers and consultation reports have been funded and produced that should have indeed made a difference.…”

Section: Indigenous-based Evidence: Research To Policy Pipelinementioning

confidence: 99%

Indigenous education policy, practice and research: unravelling the tangled web

2022

View full text Add to dashboard Cite

An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and diversity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.

show abstract

‘Aboriginal Voices’: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education

Cited by 24 publications

References 20 publications

Enacting Relevant Basic Education to Bridge the Rural-Urban Inequality in Ghana. The Prospects and Approaches for Investigating Rural Educational Realities

Enacting Relevant Basic Education to Bridge the Rural-Urban Inequality in Ghana. The Prospects and Approaches for Investigating Rural Educational Realities

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Indigenous education policy, practice and research: unravelling the tangled web

Contact Info

Product

Resources

About