![]() ![]() To improve access and achievement to post primary education well supported suite of options, locally and away from home, should include metropolitan and regional boarding options, short term away from home learning opportunities and access to learning in communities.Independent evaluation and research is required. There is a lack of independent evaluation for existing programs supporting away from home secondary programs targeting Indigenous students, and more specifically, their efficacy or potential for remote and very remote students.There is a lack of baseline data that shows how many students go to away for secondary education and how long they stay, achievement rates.Expert English language teaching and learning beyond literacy micro-skills is essential.Culturally and contextually responsive pedagogy, including the use of home language in schools, is crucial to respecting and addressing the learning needs of students in remote schools.Strategies that lift local non-teacher employment will be likely to improve both attendance and performance.Emergent and locally responsive practice allows for experimental, novel and unique approaches.One-size-fits-all approaches don’t work in complex systems. ![]() ‘Best practice’ assumes that education is simple-in remote Aboriginal communities, it is complex and requires contextually responsive solutions that engage all stakeholders.Schools need strong and sustained practices of collective enquiry and sustained individual and collective learning to respond in flexible and informed ways to the context.Realising and respecting the role of local staff in schools and partnerships with others outside the school for teaching and learning provide successful means of the doing this. School-community partnerships can start with early childhood programs and must extend beyond these.The paper concludes with some implications for policy and practice that follow on from the findings. The findings show school leaders as ‘caught in the middle’ (Gonzales and Firestone, 2013) between expectations communities, and of system stakeholders who drive policy, funding, and accountability measures. This paper focuses on what ‘red dirt’ education leaders think is important for schooling. These leaders included school-based leaders, bureaucrats, community based leaders, and teacher educators preparing university graduates for ‘red dirt’ schools. Education leaders were identified as one stakeholder group. More than 1000 people with interests in remote education contributed to the research. ![]() Between 20, the Cooperative Research Centre for Remote Economic Participation’s (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. But for those who work in red dirt schools, the solutions are not simple, and for education leaders positioned between the local ‘red dirt’ school and upward accountability (Rizvi & Lingard, 2010) to departments of education they are complex. ![]() The solutions to deficit understandings of remote schooling are often presented as simple. Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ (Guenther, Disbray and Osborne, 2016) communities has been cast as ‘problematic’, and ‘failing’. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |