Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia

Abstract

This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes emerged from the data: (1) Access, Standards and Quality, and the subthemes of Declining Local Schools, Opportunity, and Worldliness; (2) Parental Agency and the subthemes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings and; (3) Cultural Heritage and the subtheme of Maintenance and Transmission. The findings are described and then discussed in terms of practice implications relevant to boarding schools in WA. Limitations of the current study are acknowledged and directions for future research are proposed.

A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia

“…The decision to send children for long periods of time to a school away from traditional homelands and often without strong awareness of Aboriginal or Torres Strait Islander culture requires a firm belief in the utility of such education (Bobongie, 2017;Mander, 2015 The first sub-theme that emerged as a benefit of and reason for choosing to attend boarding school, was access to improved education and career pathways, a finding that was consistent with other recent research (Mander, 2015;O'Bryan, 2016). Within this broad goal, students fell into two categories: those who intended to enter employment or vocational training upon completion of secondary school, and those who planned to go on to tertiary education.…”

“…What is known about the experiences and beliefs of boarding school staff, and Indigenous parents and families? In recent years, important ethnographic work has been published on the experiences of Aboriginal and Torres Strait Islander students and perceptions of families and staff regarding boarding school (Bobongie, 2017;Guenther et al, 2016;Mander, 2015;Mander, Cohen, & Pooley, 2015aO'Bryan, 2016). On the one hand, Bobongie's research with Torres Strait Islander girls in three boarding schools in Eastern Australia (2017), Mander's work with Aboriginal boys in five Perth boarding schools and O'Bryan's work with Aboriginal and Torres Strait Islander boarding alumni, have highlighted the motivations which drive Indigenous families to seek out boarding school.…”

“…Yet, the literature is saturated with calls for high-quality research into the efficacy, and impact, of strategies intended to address Indigenous education disadvantage (Auditor General Western Australia, 2009; Epstein & Sheldon, 2002; Gillan, Mellor, & Krakouer, 2017; MCEEDYA, 2008; Purdie & Buckley, 2010; House of Representatives Standing Committee into Indigenous Affairs, 2017b; Zubrick et al., 2006). The current article joins recent research engaging qualitative methodology to understand the experiences of Aboriginal and Torres Strait Islander students and families within Australian boarding schools (Bobongie, 2017; Mander, 2015). This article presents student and school leader perceptions of the benefits as well as challenges of Indigenous boarding, and suggests improvements to ensure greater efficacy of services.…”

Ngoelmun Yawar, Our Journey: The Transition and the Challenges for Female Students Leaving Torres Strait Island Communities for Boarding Schools in Regional Queensland

“…A study conducted by Mander (2015 p.184) revealed that education was perceived by Indigenous parents as a means of meeting the expectations of past generations. They wanted their children to retain ‘a strong sense of connect to culture and identity’ and they thought that the more time that was spent away from home focussing on their education, the more cultural disconnect may occur.…”

What is the Key to a Successful Transition for Indigenous Girls Moving From Torres Strait Island Communities to Boarding Colleges in Regional Queensland, Australia?

“…There is a "heavy, emotional toll" for parents who send their children away to boarding school and are worried about ensuring that "their children retain a strong sense of identity and connection with their culture." [17] Parents: All boarding-school stakeholders must explore how relationships between parents and schools can be strengthened and how effective communication can be fostered by using a range of strategies [9].…”