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

Abstract

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.

The OzHarvest Nourish Program: An evaluation of a hospitality-based program to support employment for young Australians

“…Furthermore, the inequitable distribution of resources, money, and relational power leads to social inequities that can affect an individual's ability to engage in health systems, society, and education [ 8 ]. Priority populations such as, but not limited to, Aboriginal and Torres Strait Islander and gender diverse young people may experience additional barriers to engagement in employment, education, or training, including discrimination and inadequate or inappropriate support [ [9] , [10] , [11] , [12] , [13] ]. Policies and programs to address these barriers and improve youth engagement in education and employment are aligned with several of the United Nations' Sustainable Development Goals (SDGs), including no poverty, zero hunger, good health and wellbeing, quality education, gender equality, decent work and economic growth and reduced inequalities [ 14 ].…”