Factors affecting the development of school and Indigenous community engagement: A systematic review

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

doi:10.1007/s13384-019-00314-6

Cited by 57 publications

(19 citation statements)

References 25 publications

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“…It is unlikely that aspirational ambivalence of the students in our study was a result of misalignment of community and cultural values. However, the interactions between school and culture are complex (Lowe et al ., 2019b) and more research regarding the educational values of a rural Aboriginal community and how those values affect student aspiration would be beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…Lowe et al . (2019b) discussed the levels of social, cultural and epistemic conflict that have historically existed between the school system and Aboriginal students, families and local communities. Faircloth (2009) highlighted how education can serve as a tool to dissociate students physically and culturally from the places from which they come, particularly if they are from a rural area.…”

Section: Factors Impacting Aspiration and Motivationmentioning

confidence: 99%

“…Walker (2019) interviewed Aboriginal youth not currently engaged in education and found that family and community life could also be a barrier to future aspirations. Many remote families are additionally disadvantaged by poor literacy and this results in the continuing alienation of Aboriginal communities from educational decision making (Lowe et al , 2019a, b; Ratcliffe and Boughton, 2019).…”

Section: Factors Impacting Aspiration and Motivationmentioning

confidence: 99%

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Rural Aboriginal high school students' views of their future tertiary education

Howard

Jeffery

Walters

et al. 2020

AJIE

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In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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Section: Discussionmentioning

confidence: 99%

Section: Factors Impacting Aspiration and Motivationmentioning

confidence: 99%

Section: Factors Impacting Aspiration and Motivationmentioning

confidence: 99%

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Rural Aboriginal high school students' views of their future tertiary education

Howard

Jeffery

Walters

et al. 2020

AJIE

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“…Leadership at [INSERT name of school] has specific strategies to engage in active and genuine partnerships with local Indigenous families and communities, providing meaningful opportunities for input into all aspects of education involving their children (Lowe et al, 2019).…”

Section: School Managementmentioning

confidence: 99%

Building Better Schools with Evidence-based Policy

Allen

Oades

2021

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Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.This book is relevant to every person who works in a schoolworldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

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“…Several teachers raised limited formal consultation processes as potentially problematic, and suggested that increased engagement and consultation with members of the broader school community would be beneficial to interpretation of the Australian Curriculum, its implementation and adaption. Increased involvement of parents and members of broader school communities is increasingly encouraged in scholarship and policy as a means to improve relationships between schools and stakeholders, and to enhance teaching and student learning (Hourani, Stringer & Barker 2012;Lowe, Harrison, Tennent, Guenther, Vass & Moodie 2019;Moussa-Inaty & De La Vega 2013;Queensland Government 2018).…”

Section: Information From Students But Not From the Broader Communitymentioning

confidence: 99%

Making decisions in ‘a bit of a bubble’: relevant Australian Curriculum content for students in the Middle East

Maxwell

2020

Curric Perspect

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The introduction of the Australian national curriculum generated heated debate in Australia. Content that should or should not be required for all students across the country to learn was a contested topic, as was the adaptability of the curriculum to ensure its suitability in schools across the nation. Throughout the development and implementation of the Australian Curriculum, researchers and journalists have reported on the challenges Australian based school leaders and teachers have experienced when trying to understand the relevance of some curriculum content in their particular context. However, very little attention is being paid to the experiences of staff implementing the curriculum in offshore Australian international schools, despite the fact that schools have been licenced to use Australian curricula and syllabi since the late 1980s.This paper is based on exploratory research undertaken in an offshore Australian international school in the Middle East with a view to gaining insight into teachers' perceptions of the relevance of Australian Curriculum content for their students. The majority of students at the school are from the United Arab Emirates and the surrounding nations and the majority of teaching staff are not from the region. Many educators interviewed for the research identified students' ethnicities as a significant influence when teachers interpret Australian Curriculum content and making decisions about what to teach.A key finding from this research is that curriculum decisions, including those made with reference to students' ethnic backgrounds, are made 'in-house' without input from members of the Emirati or broader communities. Teachers indicated that their knowledge of students' lives and backgrounds is not extensive and that there is scope to build on existing initiatives at the school to increase intercultural understanding and community consultation. Finally, the author calls on scholars to engage with curriculum work occurring in offshore Australian international schools.

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Factors affecting the development of school and Indigenous community engagement: A systematic review

Cited by 57 publications

References 25 publications

Rural Aboriginal high school students' views of their future tertiary education

Rural Aboriginal high school students' views of their future tertiary education

Building Better Schools with Evidence-based Policy

Making decisions in ‘a bit of a bubble’: relevant Australian Curriculum content for students in the Middle East

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