Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-24T13:56:48.728Z Has data issue: false hasContentIssue false
  • English
  • Français

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Published online by Cambridge University Press:  05 June 2015

Marnee Shay  and
Deborah Heck
Marnee Shay*
Affiliation:
School of Cultural and Professional Learning, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia
Deborah Heck
Affiliation:
School of Education, University of the Sunshine Coast, Maroochydore, Queensland, Australia
*
Address for correspondence: Marnee Shay, School of Cultural and Professional Learning, Faculty of Education, Queensland University of Technology, Brisbane QLD 4059, Australia. Email: [email protected]
Get access

Abstract

This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic data focusing on Indigenous participation in this sample of flexi schools. The results revealed that a high number of Indigenous young people are participating in flexi schools within this sample. Furthermore, a high number of Indigenous staff members are working in multiple roles within these schools. The implications of these findings are twofold. First, the current Indigenous education policy environment is focused heavily on ‘Closing the Gap’, emphasising the urgent need for significant improvement of educational outcomes for Indigenous young people. The findings from this study propose that flexi schools are playing a significant role in supporting Indigenous young people to remain engaged in education, yet there remains a limited focus on this within the literature and education policy. Second, the high participation rates of Indigenous young people and staff suggest an urgent need to explore this context through research. Further research will assist in understanding the culture of the flexi school context. Research should also explore why a high number of Indigenous young people and staff members participate in this educational context and how this could influence the approach to engagement of Indigenous young people in conventional school settings.

Keywords

alternative schoolingflexi schoolsAboriginal and Torres Strait Islander young peopleIndigenous studentsIndigenous educationlearning choices
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 44 , Issue 1 , August 2015 , pp. 37 - 47
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Bureau of Statistics. (2011). Population, Aboriginal and Torres Strait Islander Queenslanders, 30 June 2011. Retrieved from http://www.oesr.qld.gov.au/products/briefs/pop-atsi-qld-2011/pop-atsi-qld-2011.pdfGoogle Scholar
Armstrong, S., & Buckley, S. (2011, August). An investigation into the attendance and retention of Aboriginal and Torres Strait Islander students: Research and theory about what works. Paper presented at the Australian Council for Educational Research Conference 2011, Indigenous Education: Pathways to Success. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1120&context=research_conferenceGoogle Scholar
Aron, L.Y. (2006). An overview of alternative education. The Urban Institute: National Center on Education and the Economy. Retrieved from www.ncee.org/wp-content/uploads/2010/04/OverviewAltEd.pdfGoogle Scholar
Australian Government. (2013). Closing the Gap Prime Minister's report 2013. Canberra, Australia: Department of Families, Housing, Community Services and Indigenous Affairs. Retrieved from http://www.fahcsia.gov.au/sites/default/files/documents/02_2013/ctg-report.pdfGoogle Scholar
Australian Government. (2014a). Aboriginal and Torres Strait Islander teacher workforce analysis. Canberra, Australia: Author. Retrieved from http://matsiti.edu.au/wp-content/uploads/2014/09/MATSITI-Data-Analysis-Report-2014.pdfGoogle Scholar
Australian Government. (2014b). Closing the Gap Prime Minister's report 2014. Canberra, Australia: Department of Prime Minister and Cabinet. Retrieved from www.dpmc.gov.au/publications/docs/closing_the_gap_2014.pdfGoogle Scholar
Blackley, G. (2012). The necessity for individual responsibility to improve Indigenous education (Professional Learning Sabbatical report). Melbourne, Australia: The Australian Institute for Teaching and School Leadership. Retrieved from http://www.sabbaticals.aitsl.edu.au/sites/www.sabbaticals.aitsl.edu.au/files/field/final/graham_blackley_professional_learning_sabbatical_report.pdfGoogle Scholar
Buckskin, P. (2012). Engaging Indigenous students: The important relationship between Aboriginal and Torres Strait Islander students and their teachers. In Price, K. (Ed.), Aboriginal and Torres Strait Islander education: An introduction for the teaching profession (pp. 164–180). New York: Cambridge University Press.CrossRefGoogle Scholar
Burton, J. (2012). Opening doors through partnerships. Melbourne, Australia: Secretariat of National Aboriginal and Islander Childcare. Retrieved from http://www.snaicc.org.au/_uploads/rsfil/02804.pdfGoogle Scholar
Council of Australian Governments (COAG). (2009). National Partnership Agreement on Youth Attainment and Transitions. Canberra, Australia: Author. Retrieved September 3, 2014, from http://www.federalfinancialrelations.gov.au/content/npa/skills/youth_attainment_transitions/national_partnership.pdfGoogle Scholar
Council of Australian Governments (COAG). (2013). National Partnership Agreement on Youth Attainment and Transitions: Assessment of attainment target. Canberra, Australia: Author. Retrieved from https://www.coagreformcouncil.gov.au/sites/default/files/files/Report%20for%20COAG%20-%20National%20Partnership%20Agreement%20on%20Youth%20Attainment%20and%20Transitions%20-%2023%20July%202013.pdfGoogle Scholar
Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.Google Scholar
Deed, C.G. (2008). Bending the school rules to re-engage students: Implications for improving teaching practice. Improving Schools, 11, 205–212. doi:10.1177/1365480208097001CrossRefGoogle Scholar
Department of Education, Training and Employment. (2014). Educational statistics and information. Brisbane, Australia: Queensland Government. Retrieved from http://education.qld.gov.au/schools/statistics/enrolments.htmlGoogle Scholar
Dockett, S., Mason, T., & Perry, B. (2006). Successful transition to school for Australian Aboriginal children. Childhood Education, 82, 139–144.CrossRefGoogle Scholar
Dusseldorp Forum. (2013). Learning choices: Flexible and inclusive learning. Sydney, Australia: Author. Retrieved from http://dusseldorp.org.au/priorities/alternative-learning/program-database/Google Scholar
Goodwin, J. (2012). Indigenous culture: It's everybody's business. Every Child, 18, 14–15.Google Scholar
Grace, R., & Trudgett, M. (2012). It's not rocket science: The perspectives of Indigenous early childhood workers on supporting the engagement of Indigenous families in early childhood settings. Australasian Journal of Early Childhood, 37, 10–18.CrossRefGoogle Scholar
Gunstone, A. (2012). Indigenous education 1991–2000: Documents, outcomes and governments. The Australian Journal of Indigenous Education, 41, 75–84. doi:10.1017/jie.2012.26CrossRefGoogle Scholar
Helme, S., & Lamb, S. (2011). Closing the school completion gap for Indigenous students (Resource Sheet No. 6). Canberra, Australia: Australian Institute of Health and Welfare. Retrieved from http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2011/ctgc-rs06.pdfGoogle Scholar
Howard, D. (2004). Why we need more Aboriginal adults working with Aboriginal students. Australian Journal of Teacher Education, 29 (1). Retrieved from http://ro.ecu.edu.au/ajte/vol29/iss1/2CrossRefGoogle Scholar
Hughes, P., Khan, G., & Matthews, S. (2007, August). Leaders: Acting to improve outcomes for Indigenous students. Paper presented at the The Leadership Challenge: Improving Learning in Schools conference, Melbourne, Australia. Retrieved from http://www.acer.edu.au/documents/RC2007_ConfProceedings.pdfGoogle Scholar
Hylton, K. (2012). Talk the talk, walk the walk: Defining critical race theory in research. Race Ethnicity and Education, 15, 23–41. doi:10.1080/13613324.2012.638862CrossRefGoogle Scholar
Independent Schools Queensland. (2013). Snapshot 2013 Non-Government State School Census: Queensland independent school enrolment. Brisbane, Australia: Independent Schools of Queensland. Retrieved from http://www.isq.qld.edu.au/sector-statisticsGoogle Scholar
Jorgensen, R., Sullivan, P., & Grootenboer, P. (2013). Pedagogies to enhance learning for Indigenous students: Evidence-based practice. Singapore: Springer.CrossRefGoogle Scholar
Kickett-Tucker, C.S. (2008). How Aboriginal peer interactions in upper primary school sport support Aboriginal identity. The Australian Journal of Indigenous Education, 37, 138–155.CrossRefGoogle Scholar
Lampert, J., & Burnett, B. (2012, July). Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: A review of the literature. Paper presented at the Australian Teacher Education Association Annual Conference, Adelaide, Australia. Retrieved from http://eprints.qut.edu.au/58067/Google Scholar
Lohmann, J.S. (2009). Public alternative school practice: Creating Spaces for Reengagement and Reconnection (Doctoral dissertation). Retrieved from http://search.proquest.com.ezproxy.usc.edu.au:2048/docview/1011399807?accountid=28745Google Scholar
Lonsdale, M. (2013). Making a difference: Improving outcomes for Indigenous learners. Canberra, Australia: Australian Institute of Health and Welfare. Retrieved from http://research.acer.edu.au/indigenous_education/29/Google Scholar
Luke, A., Cazden, C., Coopes, R., Klenowski, V., Ladwid, J., Lester, J., & Woods, A.F. (2013). A Summative evaluation of the Stronger Smarter Learning Communities Project: Volume 1 and Volume 2. Brisbane, Australia: Queensland University of Technology.Google Scholar
McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’. International Journal of Inclusive Education, 16, 843–862. doi:10.1080/13603116.2010.529467CrossRefGoogle Scholar
McKeown, A. (2011). Young people speak: Experiences of alternative education. Developing Practice: The Child Youth and Family Work Journal, (29), 68–75.Google Scholar
Malin, M. (1994). Why is life so hard for Aboriginal students in urban classrooms? Aboriginal Child at School, 22, 141–154.CrossRefGoogle Scholar
Malin, M., & Maidment, D. (2003). Education, Indigenous survival and well-being: Emerging ideas and programs. The Australian Journal of Indigenous Education, 32, 85–100.CrossRefGoogle Scholar
Mason, J. (2009). MindMatters, leadership and community partnerships. Independent Education, 39, 24–25.Google Scholar
Melbourne Declaration on Educational Goals for Young Australians (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdfGoogle Scholar
Mertler, C. (2002). Demonstrating the potential for web-based survey methodology with a case study. American Secondary Education, 30, 49.Google Scholar
Mills, M., & McGregor, G. (2010). Re-engaging students in education: Success factors in alternative schools. Youth Affairs Network Queensland. Retrieved from http://www.yanq.org.au/reengagement-in-education.htmlGoogle Scholar
More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI). (2012). More Aboriginal and Torres Strait Islander Teachers Initiative. Adelaide, Australia: Author. Retrieved from http://matsiti.edu.au/Google Scholar
Morgan, A., Brown, R., Heck, D., Pendergast, D., & Kanasa, H. (2013). Professional identity pathways of educators in alternative schools: The utility of reflective practice groups for educator induction and professional learning. Reflective Practice, 14, 258–270. doi:10.1080/14623943.2012.749227CrossRefGoogle Scholar
Morgan, A., Pendergast, D., Brown, R., & Heck, D. (2014). The art of holding complexity: A contextual influence on educator identity and development in practice in a system of alternative ‘flexi’ schools. Reflective Practice, 15, 579–591. doi:10.1080/14623943.2014.900020CrossRefGoogle Scholar
O'Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Parker, L., & Lynn, M. (2002). What's race got to do with it? Critical race theory's conflicts with and connections to qualitative research methodology and epistemology. Qualitative Inquiry, 8, 7–22. doi:10.1177/107780040200800102Google Scholar
Patton, W., Lee Hong, A., Lampert, J., Burnett, B., & Anderson, J. (2012). Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education. University of South Australia. Retrieved from http://eprints.qut.edu.au/57901.Google Scholar
Polidano, C., Tabasso, D., & Tseng, Y.-P. (2012). A second chance at education for early school leavers. Melbourne, Australia: The University of Melbourne, Faculty of Business and Economics Melbourne Institute. Retrieved from https://www.melbourneinstitute.com/downloads/working_paper_series/wp2012n14.pdfGoogle Scholar
Purdie, N., & Buckley, S. (2010). School attendance and retention of Indigenous Australian students. Canberra, Australia: Australian Institute of Family Studies.Google Scholar
Purdie, N., Tripcony, P., Boulton-Lewis, G., Fanshawe, J., & Gunstone, A. (2000). Positive self-identity for Indigenous students and its relationship to school outcomes. Adelaide, Australia: National Centre for Vocational Education Research (NCVER). Retrieved from http://hdl.voced.edu.au/10707/33070Google Scholar
Radich, J. (2012). Cultural competence: Working towards Reconciliation. Every Child, 18, 22–24.Google Scholar
Rahman, K. (2010). Addressing the foundations for improved Indigenous secondary student outcomes: A South Australian qualitative study. The Australian Journal of Indigenous Education, 39, 65–76.CrossRefGoogle Scholar
Reid, J.-A., Santoro, N., Crawford, L., & Simpson, L. (2009). Talking teacher education: Factors impacting on teacher education for Indigenous people. The Australian Journal of Indigenous Education, 38, 42–54.CrossRefGoogle Scholar
Richardson, M.D., & Griffin, B.L. (1994). Alternative schools: Research implications for principals. NASSP Bulletin, 78, 105–111. doi:10.1177/019263659407856614CrossRefGoogle Scholar
Russell, D. (1999). The importance of identity in the retention and attainment of Aboriginal students at secondary school: Some research findings. The Australian Journal of Indigenous Education, 27, 10–19.CrossRefGoogle Scholar
Santoro, N., Reid, J., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian Journal of Teacher Education, 36 (10). doi:10.14221/ajte.2011v36n10.2CrossRefGoogle Scholar
Sarra, C. (2007a). Engaging with Aboriginal communities to address social disadvantage. Developing Practice: The Child, Youth and Family Work Journal, (19), 9–11.Google Scholar
Sarra, C. (2007b). Stronger, Smarter, Sarra. Teacher: The National Education Magazine, 32.Google Scholar
Sarra, C. (2011a). Strong and smart—Towards a pedagogy for emancipation: Education for first peoples. New York: Routledge.Google Scholar
Sarra, G. (2011b). Indigenous studies in all schools. International Journal of Inclusive Education, 15, 611–625.CrossRefGoogle Scholar
Schwab, R. (2012). Indigenous early school leavers: Failure, risk and high-stakes testing. Australian Aboriginal Studies, (1), 3–18.Google Scholar
Shay, M. (2013). Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education (Unpublished masters thesis). University of the Sunshine Coast, Australia.Google Scholar
te Riele, K. (2007). Educational alternatives for marginalised youth. The Australian Educational Researcher, 34, 53–68. doi:10.1007/BF03216865CrossRefGoogle Scholar
te Riele, K. (2012). Learning choices: A map for the future. Sydney, Australia: Dusseldorp Skills Forum. Retrieved from http://www.ntyan.com.au/images/uploads/news_docs/20120427_LearningChoices_Map-for-the-Future_final.pdfGoogle Scholar
te Riele, K. (2014). Putting the jigsaw together: Flexible learning programs in Australia final report. Sydney, Australia: Dusseldorp Skills Forum. Retrieved from http://dusseldorp.org.au/wp-content/uploads/2014/09/Victoria-Institue-1--7-MB2.pdfGoogle Scholar
Walsh, L., & De Campo, J. (2010). Falling through the cracks. Professional Educator, 9, 30–32.Google Scholar
Wanganeen, E., & Sinclair, K. (2012). Beyond murals and flagpoles. Every Child, 18, 16–17.Google Scholar
Wilson, K., Stemp, K., & McGinty, S. (2011). Re-engaging young people with education and training: What are the alternatives? Youth Studies Australia, 30, 32–39.Google Scholar
Winkler, M. (2010). Taking action on Indigenous education. Education Horizons, 11, 18–20.Google Scholar
Winkler, M. (2012). Hidden treasures: Recognising the value of Indigenous educators. Education Horizons, 12, 20–21.Google Scholar