The Role of the Residence: Exploring the Goals of an Aboriginal Residential Program in Contributing to the Education and Development of Remote Students

Benveniste, Tessa; Dawson, Drew; Rainbird, Sophia

doi:10.1017/jie.2015.19

Cited by 16 publications

(14 citation statements)

References 25 publications

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“…The research also used a case study approach of a residential program in South Australia, which is accessed mainly by Anangu (people) from communities across the Anangu Pitjantjatjara Yankunytjatjara (APY) lands. Findings are discussed in several prior and upcoming publications (Benveniste, Dawson, Guenther, Rainbird, & King, 2016;Benveniste, Dawson, & Rainbird, 2015;.…”

Section: The Broader Research Projectmentioning

confidence: 86%

Researching together: Reflections on ethical research in remote Aboriginal communities

Benveniste¹,

CQUniversity²,

King³

2018

lcj

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Ethical research with Aboriginal and Torres Strait Islander peoples is a complex and delicate space. It often juxtaposes Western views of ethical practice with Indigenous worldviews and values. The lead author's doctoral research project has focused on the expectations, experiences and outcomes of boarding school for remote Aboriginal students, families and communities. This paper presents a thematic analysis of the reflections of the authors on working together on this research as a non-Indigenous researcher and an Aboriginal Community Researcher. Strategies to implement what the authors and literature describe as ethical practice in remote Aboriginal communities are discussed. Implications for future research and lessons learned through this experience are identified.

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Section: The Broader Research Projectmentioning

confidence: 86%

Researching together: Reflections on ethical research in remote Aboriginal communities

Benveniste¹,

CQUniversity²,

King³

2018

lcj

Self Cite

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“…This is surprising, considering the long history of boarding programs within the Indigenous Education landscape. As outlined in Benveniste, Guenther, Dawson, and Rainbird (2016), there is widespread acknowledgement that in countries where assimilationist policies were prevalent, the historical purpose of boarding schools was to assimilate Indigenous peoples into the dominant society (Evans-Campbell, Walters, Pearson, & Campbell, 2012; Smith, 2012).…”

Section: Boarding Schools For Aboriginal Secondary Students: Perspectmentioning

confidence: 99%

Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory

Osborne

Rigney

Benveniste

et al. 2019

AJIE

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The 2014 Wilson review of Indigenous Education in the Northern Territory recommended boarding school models as the preferred secondary education option for very remote Aboriginal students. This study considers boarding uptake by Aboriginal students from the Central Land Council region of the Northern Territory. An examination of boarding programs available to Aboriginal students in this region found that scholarship access is largely determined by socioeducational advantage and the perceived social stability of the family and student. To increase access and participation in boarding, more flexible funding assistance programs are needed. An expanded role for brokering could also increase retention and completion rates. Ultimately, more investment is also required in remote community schools, and in the development of ‘both ways’ capital if the social and educational aspirations of young Aboriginal students and their families in this region are to be realised through a boarding school model.

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“…Indigenous students who transition from remote community primary schools to mostly urban secondary boarding schools undergo major transitions in: where they live; how they live; the culture they live in (including language/s used); educational standards; roles, responsibilities, and expectations; parental influence; personal freedom; and relationships (Mellor and Corrigan, 2004;Benveniste et al, 2015;Mander et al, 2015a,b). While at boarding school, adolescent students undergo physiological changes, face increased peer pressure, and are potentially involved in risky health behaviors such as alcohol and drug consumption and sexual activity.…”

Section: Transition To Secondary Schoolsmentioning

confidence: 99%

Measuring Resilience and Risk Factors for the Psychosocial Well-being of Aboriginal and Torres Strait Islander Boarding School Students: Pilot Baseline Study Results

et al. 2017

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Education provides a key pathway to economic opportunities, health, and well-being. Yet, limited or no locally available secondary schooling in remote Queensland Aboriginal and Torres Strait Islander communities requires more than 500 Indigenous students to transition to boarding schools. We report baseline quantitative data from the pilot phase (2016) of a 5-year study to explore a multicomponent mentoring approach to increase resilience and well-being for these students. Materials and methods: An interrupted time series design is being applied to evaluate levels of change in Indigenous students' resilience and well-being. Surveys were collaboratively developed, with questions adapted from the Child and Youth Resilience Measure (CYRM-28), Kessler Psychological Distress Scale (K5), and questions which identified upstream risk factors for self-harm. They were completed by 94 students from five randomly selected schools (2 primary and 3 secondary) and one remote community. results: Pre-transition, most primary school students reported high levels of resilience, but only a third reported moderate-high levels of psychological well-being. Secondary students attending a boarding school reported lower scores on resilience and psychosocial well-being measures. Students who transitioned back to community after being from boarding school reported a lower sense of connection to peers and family, and they reported even lower resilience and psychosocial well-being scores. learning outcomes: Students have many strengths and can be adaptable, but their levels of resilience and psychosocial well-being are affected by the schooling transitions they are required to navigate. The findings are informing the development of intervention strategies to enhance student resilience and well-being.

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The Role of the Residence: Exploring the Goals of an Aboriginal Residential Program in Contributing to the Education and Development of Remote Students

Cited by 16 publications

References 25 publications

Researching together: Reflections on ethical research in remote Aboriginal communities

Researching together: Reflections on ethical research in remote Aboriginal communities

Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory

Measuring Resilience and Risk Factors for the Psychosocial Well-being of Aboriginal and Torres Strait Islander Boarding School Students: Pilot Baseline Study Results

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