Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Abstract

This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic data focusing on Indigenous participation in this sample of flexi schools. The results revealed that a high number of Indigenous young people are participating in flexi schools within this sample. Furthermore, a high number of Indigenous staff members are working in multiple roles within these schools. The implications of these findings are twofold. First, the current Indigenous education policy environment is focused heavily on 'Closing the Gap', emphasising the urgent need for significant improvement of educational outcomes for Indigenous young people. The findings from this study propose that flexi schools are playing a significant role in supporting Indigenous young people to remain engaged in education, yet there remains a limited focus on this within the literature and education policy. Second, the high participation rates of Indigenous young people and staff suggest an urgent need to explore this context through research. Further research will assist in understanding the culture of the flexi school context. Research should also explore why a high number of Indigenous young people and staff members participate in this educational context and how this could influence the approach to engagement of Indigenous young people in conventional school settings.

School leadership and Aboriginal student outcomes: systematic review

“…This finding was also supported by Rahman (2010) who found culturally respectful environments that promote positive cultural identity assist students and increase their potential for achievement. Shay and Heck (2016) supported the use of flexi schooling where there was support for changes in school timetables that suited Indigenous families' cultural responsibilities e.g. school timetables were changed to being in the wet season when families travel less.…”

“…Osborne (2013) indicates that cultural competency is critical and lack of engagement by community should not necessarily be interpreted as lack of support for children's learning or the school. Shay and Heck (2016) surveyed 19 flexi school leaders located in low socioeconomic areas where relationships between young people and staff were a focus of the school and created a sense of belonging within the school and wider community. This approach worked positively to improve participation and demographic data collected showed high numbers of Indigenous staff employed and of Indigenous young people participating in these schools.…”

Construyendo escuelas resilientes: La educación flexible, la integración y la COVID-19

“…Se trata de un sistema de educación alternativa que busca unir la flexibilidad de la educación online con las posibilidades de la formación presencial (Moffat y Riddle, 2019;Baroutsis et al, 2018;Mills y McGregor, 2017), es decir, se busca crear un currículum inclusivo adaptado a las necesidades personales del alumno al mismo tiempo que se tienen en cuenta los currículos educativos nacionales y locales. El flexischooling busca mejorar el interés del alumnado por el conocimiento (te Riele, 2014;Riddle y Cleaver, 2017;Mills y McGregor, 2016;Smyth y Robinson, 2015;Apple, 2006;Shay y Heck, 2015;Shwab et al, 2016) proporcionando materiales inclusivos y dinámicos, generando un clima escolar donde se priorice la integración y el desarrollo emocional, adaptando los métodos pedagógicos a las necesidades del alumnado (lo que implica estar al día de las novedades pedagógicas) y creando un currículo adaptado a sus intereses y potencialidades (Mills y McGregor, 2016). En estas escuelas la libertad es un valor básico, por eso se aboga por el aprendizaje autorregulado, ya que implica el desarrollo de la libertad individual y comunitaria de los discentes (García Díaz, 2017).…”

Can sharing education between home and school benefit the child with autism?

“…The term 'flexi-schooling' is also increasingly used in Australian studies to indicate a range of more flexible learning experiences and has come to be used in preference to the term 'alternative education' (Shay & Heck, 2015). Flexi-schooling in this context describes models of education outside conventional schooling which aim to enable young people who are at risk or disengaged to remain engaged in education (Te Riele, 2007).…”

“…Flexi-schooling in this context describes models of education outside conventional schooling which aim to enable young people who are at risk or disengaged to remain engaged in education (Te Riele, 2007). The language used to describe young people in danger of disengagement can carry negative connotations (Morgan, Pendergast, Brown, & Heck, 2014), with the term flexi-schooling being preferred as not positing the young people as being the problem (Shay & Heck, 2015). McDonald, 2010).…”