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Benefits of Community Involvement at the School Level

Published online by Cambridge University Press:  22 July 2015

Stuart Dwyer
Stuart Dwyer*
Affiliation:
Curriculum Services Branch, Northern Territory Department of Education
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Extract

I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.

In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.

Type
Teaching and Education
Information
The Australian Journal of Indigenous Education , Volume 30 , Issue 2 , 2002 , pp. 1 - 7
Copyright
Copyright © Cambridge University Press 2002

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References

References

Collins, B. (1999). Learning Lessons: An independent review of Indigenous education in the Northern Territory. Northern Territory Department of Education, Darwin.Google Scholar
Combe, C. (2000). ESL and the NT Curriculum framework: some background considerations. ATESOL NT, 1: 5–7.Google Scholar
Department of Education, Training and Youth Affairs (1998). Aboriginal Student Support and Parent Awareness (ASSPA): A guide for ASSPA Committees. Canberra: Commonwealth of Australia.Google Scholar
Department of Education, Training and Youth Affairs, 1999). Partnerships for change: a review of the Indigenous Direct Assistance Programme, position paper, Commonwealth of Australia.Google Scholar
Department of Education, Training and Youth Affairs (2000). Review of the Indigenous education Direct Assistance (IEDA) Programme. Memorandum. Canberra, ACT.Google Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs (1995). A National Strategy forthe Education of Aboriginal and Torres Strait Islander Peoples.Google Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (1997). National Report on Schooling in Australian. Melbourne: Curriculum Corporation.Google Scholar
Northern Territory Department of Education (1998). Orientation Handbook for Teachers. Darwin: Operations North.Google Scholar
Northern Territory Department of Education (1991). Health is Life: A health education resource for Aboriginal schools. Darwin: Distance Education Branch.Google Scholar

Suggested Further Reading

Corson, D. (1999). Community-based Education for Indigenous Cultures. In May, S. (Ed.), Indigenous Community-Based Education. NSW: Multilingual Matters Ltd.Google Scholar
Devlin, B. and Lowell, A. (1999). Miscommunication between Aboriginal Students and their Non-Aboriginal Teachers in a Bilingual School. In May, S. (Ed.), Indigenous Community-Based Education. NSW: Multilingual Matters Ltd.Google Scholar
Heslop, J. (1998). Making the schools relevant: school and community in partnership. In Partington, G. (Ed.), Perspectives on Aboriginal and Torres Strait Islander Education. Katoomba, NSW: Social Science Press, Katoomba, pp. 274–293.Google Scholar
Human Rights and equal Opportunities Commission (2000). Emerging Themes. National Inquiry into Rural and remote Education. Canberra: Commonwealth of Australia.Google Scholar
Moskowitz, J. and Whitmore, W. (1997). Strangers in their own country: teachers in the Northern Territory of Australia. In Moskowitz, J. and Stephens, M. (Eds), From Students of Teaching to Teachers of Students: Teacher Induction around the Pacific Rim. Washington, DC: Asia-Pacific Economic Cooperation (APEC), U.S. Department of Education, pp. 47–94.Google Scholar
Munns, G. (1998). ‘They just can't hacktha’. Aboriginal students, their teachers and responses to schools and classrooms. In Partington, G. (Ed.), Perspectives on Aboriginal and Torres Strait/slander Education. Katoomba, NSW: Social Science Press, pp. 171–188.Google Scholar
Osborne, B. and Tait, S. (1998). Listen, learn, understand, teach. Social justice and teaching Torres Strait Islander and Aboriginal students. In Partington, G. (Ed.), Perspectives on Aboriginal and Torres Strait Islander Education. Katoomba, NSW: Social Science Press, pp. 76–96.Google Scholar
Partington, G. (1998). No simple solutions exist: perspectives on education as the key to change. In Partington, G. (Ed.), Perspectives on Aboriginal and Torres Strait Islander Education. Katoomba, NSW: Social Science Press, pp. 2–27.Google Scholar