Thematische Bibliographien / Indigenous boarding students

Auswahl der wissenschaftlichen Literatur zum Thema „Indigenous boarding students“

Autor: Grafiati

Veröffentlicht am 13. September 2024

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Zeitschriftenartikel zum Thema "Indigenous boarding students"

Macdonald, Mary-Anne, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper und Jan Gray. „A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia“. Australian Journal of Education 62, Nr. 2 (13.07.2018): 192–216. http://dx.doi.org/10.1177/0004944118776762.

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Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.

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Lloyd, Andrew Raymond Gerard. „Walking the tightrope or constructing a bridge? A study into effective partnership practices between an interstate boarding school community and a very remote Aboriginal Community“. Australian and International Journal of Rural Education 30, Nr. 2 (17.07.2020): 1–15. http://dx.doi.org/10.47381/aijre.v30i2.256.

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Access to secondary education for very remote Northern Territory Indigenous students is limited. Although many students attend distant boarding schools, very few stay to complete Year 12 (the final year of secondary school in Australia). Few families and communities are fully engaged in the whole transition process. This paper describes a case study of one very remote Indigenous community and its partnership with an interstate boarding College. The partnership is attributed with students from community staying to complete Year 12 and then seeking local employment pathways afterward. The study on which this paper is based, investigated how the elements within this partnership function. Using a qualitative methodology with a phenomenological design, two adults from the remote Indigenous Community and six staff from a partner boarding College were interviewed. Interviews were transcribed verbatim, thematically coded and participants were deidentified. Limitations included small sample size not completely representative of the students, families, Elders and staff from either the community or the college.

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Benveniste, Tessa, Drew Dawson und Sophia Rainbird. „The Role of the Residence: Exploring the Goals of an Aboriginal Residential Program in Contributing to the Education and Development of Remote Students“. Australian Journal of Indigenous Education 44, Nr. 2 (21.09.2015): 163–72. http://dx.doi.org/10.1017/jie.2015.19.

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Recent media and policy focus in remote Aboriginal education has turned to boarding schools. The general rhetoric is that boarding schools will allow Indigenous Australian students to have access to quality education and to learn to ‘walk in two worlds’. However, to date, there has been very little exploration of the lived experiences of Indigenous boarding schools, either from broader political and sociological perspectives, or from the schools themselves. Furthermore, understanding of how the residential side of boarding constructs the use of time and presents educational and social development opportunities is lacking. This paper aims to begin to address this, by presenting the goals and intended outcomes of a residential program for remote central Australian Aboriginal students. Through analysis of 17 semistructured interviews with residence staff, this paper identifies the two overarching goals of the program, as well as the more specific learning outcomes from which the program expects its students to benefit. The research presented is preliminary data that forms part of a broader PhD study of postboarding school expectations and outcomes for remote Aboriginal students, their families, and their communities.

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Fitriyah, Fifi Khoirul, Mohamed Chuma, Mokhamad Sodikin, Muhammad Afwan Romdloni und Asma’ul Lutfauziah. „A New Approach to Counseling Relations in Islamic Boarding Schools Based on the Ta'limul Muta'alim Book: An Emansipatory Hermeneutical Study“. Journal of Islamic Civilization 4, Nr. 2 (30.10.2022): 186–95. http://dx.doi.org/10.33086/jic.v4i2.3634.

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Living in an Islamic boarding school has its challenges, especially for students. Various studies on indigenous counseling, but no one has examined the culture of Islamic boarding schools. This study aimed to analyze and create the construct of counseling relationships in Islamic boarding schools to support a part of the indigenous counseling construction in the Islamic field. The research method used was a hermeneutic study using an emancipatory approach. Data analysis used the stages compiled by Paul Ricoeur. The primary data was a book of Ta'limul Muta'alim by Az-Zarnuji. The study results found elements of counseling relationships between counselors and students in Islamic boarding schools. It is not only counselors who have to manage attitudes in counseling relationships but also students. This finding was different from the previous concept of counseling relationships through a humanistic approach that the counselor must accept students unconditionally. On the other hand, empathy is an essential key in counseling relationships, so it aligns with the concept of humanistic counseling. The contribution of this research is to provide new insights into the form of counseling relationships in indigenous counseling at Islamic boarding schools. This finding is a series of constructions to create an indigenous counseling model and determine the counselor criteria in Islamic boarding schools. The structure is beneficial for counseling practice in Indonesia through the counselor’s role in Islamic boarding schools. Tinggal di pondok pesantren memiliki tantangan tersendiri, terutama bagi para santri. Berbagai kajian tentang konseling indigenous, namun belum ada yang meneliti tentang budaya pondok pesantren. Penelitian ini bertujuan untuk menganalisis dan membuat konstruk hubungan konseling di pondok pesantren untuk mendukung bagian dari konstruksi konseling indigenous di bidang keislaman. Metode penelitian yang digunakan adalah studi hermeneutik dengan pendekatan emansipatoris. Analisis data menggunakan tahapan yang disusun oleh Paul Ricoeur. Data primer berupa kitab Ta'limul Muta'alim karya Az-Zarnuji. Hasil penelitian menemukan unsur-unsur hubungan konseling antara konselor dan santri di pondok pesantren. Bukan hanya konselor yang harus mengelola sikap dalam hubungan konseling tetapi juga santri. Temuan ini berbeda dengan konsep sebelumnya tentang hubungan konseling melalui pendekatan humanistik bahwa konselor harus menerima santri tanpa syarat. Di sisi lain, empati merupakan kunci penting dalam hubungan konseling, sehingga sejalan dengan konsep konseling humanistik. Kontribusi penelitian ini adalah untuk memberikan wawasan baru tentang bentuk hubungan konseling dalam konseling adat di pondok pesantren. Temuan ini merupakan rangkaian konstruksi untuk membuat model konseling indigenous dan menentukan kriteria konselor di pesantren. Struktur tersebut bermanfaat bagi praktik konseling di Indonesia melalui peran konselor di pesantren.

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Osborne, Samuel, Lester-Irabinna Rigney, Tessa Benveniste, John Guenther und Samantha Disbray. „Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory“. Australian Journal of Indigenous Education 48, Nr. 2 (04.03.2018): 162–78. http://dx.doi.org/10.1017/jie.2018.1.

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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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Hunter, Erin, und Jo-Ane Reid. „Indigenous Community Partnerships Across Country Questioning What Counts“. Australian and International Journal of Rural Education 30, Nr. 2 (17.07.2020): 16–28. http://dx.doi.org/10.47381/aijre.v30i2.262.

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A doctoral study of a program designed to provide access to secondary education for children from a remote Indigenous community was completed in 2014 (Hunter, 2015). This paper reflects on the ongoing commitment of members of this community to a partnership that uses interstate boarding schools as a means of educating their children. It reviews the original longitudinal study that sought the viewpoints of the students, families, community leaders, teachers and schools involved, and uses the resources of spatial theory and placeâ€‘consciousness to argue the inadequacy of standardised understandings of success that are limited to measurable outcomes within short term policy cycles. Such views of success do not account for the effects of locational difference and disadvantage related to the intersection of health, education, and economic disadvantage that underpins ongoing national efforts to 'close the gap' between schooling outcomes for Indigenous and non-Indigenous Australians. While the experience of boarding schooling raises unique challenges for Indigenous students, as well as for the schools, teachers and non-Indigenous students who are also part of such programs, there is clear evidence that this form of education also presents valuable opportunities 'both ways', and that such partnerships may assist in efforts to decolonialise curriculum and schooling.

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Rutherford, Katrina, Amelia Britton, Janya McCalman, Catherine Adams, Mark Wenitong und Richard Stewart. „A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools Its Development and Implementation“. Australian and International Journal of Rural Education 30, Nr. 2 (17.07.2020): 44–66. http://dx.doi.org/10.47381/aijre.v30i2.254.

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Developing and nurturing resilience is critical to the social and emotional wellbeing (SEWB) of Indigenous Australian adolescents and their continuing life trajectories. The attendance of many Indigenous adolescents from remote communities at boarding schools creates a need to prioritise and proactively create opportunities that build and nurture student resilience. This requires sustainable and multi-dimensional school-wide approaches. Despite this need, there are no documented SEWB or resilience building approaches for Australian Indigenous students who attend boarding schools. We describe the use of participatory action research to develop and implement a two-year STEP-UP intervention with boarding schools, designed to create supportive environments for improving psychosocial resilience and wellbeing of remote-living Indigenous students. The intervention consisted of three components implemented annually across eight schools: a site-specific STEP-UP action plan; staff capacity development; and an annual Schools and Communities Conference. Thematic analysis of a systematic literature review, documented action planning, conference group processes, resilience theory and survey findings from the associated broader resilience study resulted in the identification of six resilience building domains: valuing culture and identity; developing cultural leadership; nurturing strong relationships; building social and emotional skills; creating safe, supportive environments; and building staff capacity. These domains became the resulting framework for STEP-UP planning and enabled focused examination of practices and future planning. Learnings from the intervention process suggest principles to consider when designing interventions: utilising a strengths-based approach; design responsiveness; collaborative partnerships; institutional capacity; and sustainability. A resilience toolkit website was developed to enable knowledge translation and sustainability beyond the study.

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Юмшанов, Н. Н., und Е. В. Николаев. „Boarding school as an institute for the socialization of minors of the indigenous minorities of the North“. Management of Education 14, Nr. 2-2(77) (29.02.2024): 207–12. http://dx.doi.org/10.25726/c4692-7178-2311-g.

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В статье рассматриваются особенности социализации несовершеннолетних представителей из числа коренных малочисленных народностей Севера; раскрываются возможности школы-интерната как одного из институтов социализации детей и подростков малых народностей, представлены социальный состав воспитанников интерната и модель социализации, используемая в конкретной школе-интернате города Нерюнгри Республики Саха (Якутия). В современном обществе вопрос социализации несовершеннолетних из коренных малочисленных народностей Севера приобретает особую актуальность. Школа-интернат, как один из ключевых институтов, играет важную роль в этом процессе. Статья подробно рассматривает механизмы влияния школ-интернатов на процесс социализации подростков, принадлежащих к коренным малочисленным народностям Севера, а также выявляет проблемы и перспективы их развития в современных условиях. Авторы анализируют, как образовательная среда школы-интерната способствует адаптации учащихся к социальной среде, формирует их личностные качества и подготавливает к жизни в современном мире. Особое внимание уделяется вопросам сохранения культурной идентичности учащихся, включая язык, традиции и обычаи коренных народов. The article discusses the features of the socialization of minors from among the indigenous small-numbered peoples of the North; it reveals the possibilities of the boarding school as one of the institutions of socialization for children and adolescents of small peoples, presents the social composition of the boarding school's wards and the model of socialization used in a specific boarding school in the city of Neryungri, Republic of Sakha (Yakutia). In modern society, the issue of socialization of minors from indigenous small-numbered peoples of the North acquires special relevance. The boarding school, as one of the key institutions, plays an important role in this process. The article examines in detail the mechanisms of the influence of boarding schools on the process of socialization of adolescents belonging to the indigenous small-numbered peoples of the North, as well as identifies the problems and prospects of their development in contemporary conditions. The authors analyze how the educational environment of the boarding school facilitates the adaptation of students to the social environment, forms their personal qualities, and prepares them for life in the modern world. Special attention is given to the issues of preserving the cultural identity of students, including language, traditions, and customs of the indigenous peoples.

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FATHORRAHMAN. „KIAI LEADERSHIP IN INTEGRATING ISLAMIC SCIENCE AND SCIENCE TOWARDS IDEAL PLANNERS (CASE STUDY AT SUMENEP ISLAMIC BOARDING SCHOOL RAUDLATUL IMAN)“. International Journal of Research -GRANTHAALAYAH 6, Nr. 10 (31.10.2018): 14–24. http://dx.doi.org/10.29121/granthaalayah.v6.i10.2018.1157.

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This research was carried out because of the anxiety of researchers seeing islamic boarding school as indigenous increasingly excluded from the competitive arena of modern education. Islamic boarding schools are increasingly not in demand by students because they do not issue diplomas such as formal schools. And the most important thing seen from the islamic boarding school at this time, the fact that students are less interested in Islamic scholarship, especially the yellow book, the legacy of salaf scholars, the students are more interested in science. For researchers, this problem must be studied and find a solution so that the islamic boarding school can return to its line of printing Ulama, ulama who are knowledgeable in Islamic science and science. The Raudlatul Iman Islamic Boarding School in Sumenep which was used as the object of this study experienced the things described above, where there was an imbalance in applying scientific integration of Islamic sciences and science. student are more interested in learning science than Islamic science, especially the yellow book. While the findings of the data of researchers in the field show, to anticipate and prevent the negative implications of the failure of scientific integration at the Raudlatul Iman islamic boarding school, the kiai made a breakthrough by reforming the islamic boarding school curriculum and organizing the islamic boarding school organization. This was done so that the islamic boarding school he managed would become a future islamic boarding school.

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Zimin, Aleksei Valer’evich. „FEATURES AND CONDITIONS OF SOCIALIZATION STUDENTS BELONGING TO INDIGENOUS PEOPLE IN BOARDING SCHOOL“. Sovremennye issledovaniya sotsialnykh problem, Nr. 3 (09.06.2015): 86. http://dx.doi.org/10.12731/2218-7405-2015-3-9.

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Dissertationen zum Thema "Indigenous boarding students"

Barrett, Peter. „Factors enabling a successful transition to boarding school for Australian Aboriginal students“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2253.

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Boarding school has been and continues to be an important stage in the educational experiences of many Aboriginal people living in remote communities in Northern Territory, Australia. The experience of moving away from family, land and community presents many challenges for students moving to boarding school and managing the dramatic transition between two vastly different cultures. This study focused on identifying the factors that help students successfully transition from a remote community to boarding school. The study used an explanatory sequential mixed methods approach to investigate and analyse the experiences of Aboriginal students at a regional boarding school in the Northern Territory. Critical race theory was used as a theoretical lens throughout the study design, data collection, analysis and discussion. Quantitative enrolment data from 108 boarding students was analysed to identify aspects that correlated with a successful transition to boarding school. These findings were incorporated into two focus group discussions and one semi structured interview with students from a boarding school in Darwin, Northern Territory. The qualitative data was thematically analysed to draw themes and sub themes for further discussion. The findings indicate that the transition from small, remote communities is highly challenging. In particular the impact of being away from family and community led to feelings of homesickness and a loss of cultural knowledge and connection to land. Students recognise in the need to return to country, family and community to maintain cultural connections which questions the often assumed benefits of boarding school. Both the quantitative and qualitative data indicate that parents, family and community members provide important mechanisms of support and ensure a successful transition. In particular family support helps students to deal with homesickness, provide encouragement and help maintain a connection to culture. This thesis, provides an important addition to an emerging area of research about the important transition from Aboriginal communities to boarding school. The study focused on the experiences of students at one school in the Northern Territory and records and presents student voices and experiences undertaking the transition to boarding school. Hearing more student voices will enable all of us to gain a clearer appreciation of the impact of transitioning to boarding school for young Aboriginal people, and what can be done to improve it.

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Bücher zum Thema "Indigenous boarding students"

Boarding School Voices: Carlisle Indian School Students Speak. University of Nebraska Press, 2021.

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Fear-Segal, Jacqueline, und Susan D. Rose. Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations. University of Nebraska Press, 2018.

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Huber, Janice, Mary Isabelle Young, Stefinee Pinnegar, Lucy Joe und Jennifer Lamoureux. Warrior Women: Remaking Postsecondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.

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Huber, Janice, Mary Isabelle Young, Laura Marshall, Lucy Joe und Jennifer Lamoureux. Warrior Women: Remaking Post-Secondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.

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Indian Subjects: Hemispheric Perspectives on the History of Indigenous Education. School for Advanced Research Press/SAR Press, 2014.

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Power through Testimony: Reframing Residential Schools in the Age of Reconciliation. UBC Press, 2017.

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Buchteile zum Thema "Indigenous boarding students"

Rochecouste, Judith, und Rhonda Oliver. „Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools“. In Indigenous Studies, 77–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch005.

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In this chapter, projects undertaken at two independent Aboriginal boarding schools in remote Western Australia are described. Both projects have sought to provide instructional advice for teachers and to enhance students' literacy levels through access to the internet. A dedicated website was developed for each school to respond specifically to the students' language and literacy needs. Several positive outcomes resulted from the projects. At the first school, code-switching was accepted throughout the school and even formed part of classroom instruction. At the second school, staff in general showed great interest in supporting their students' use of the online resource. Students who accessed the website were excited by the prospect of having their photos and videos uploaded and even suggested improvements to the site. Despite the above successes, the introduction of the websites at each school did not occur without problems which are described in this chapter.

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Shufflebarger, Amanda Marie, Jay Barbre, Justin Carrol und Joshua B. Tolbert. „Teaching the History of Residential Schools Through Graphic Novels“. In Advances in Educational Marketing, Administration, and Leadership, 96–124. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9670-1.ch006.

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This chapter considers how a critical multiliteracies approach to teaching graphic novels can facilitate pre-service teachers' critical awareness of literacy and history pedagogy while prompting them to challenge their own and their students' biases. After outlining the critical history of boarding schools, the chapter will introduce the graphic novel Sugar Falls (2021), a text which documents Elder Betty Ross' residential school experience. Then, the chapter will propose multiliteracies—an approach to critical literacy which responds to inequities inside and outside the classroom—as a pedagogy which can facilitate critical dialogue. Finally, the authors will model a critical multiliteracies analysis of Sugar Falls, reflecting on how engaging in such a reading can help teachers and students deepen their understanding of Indigenous boarding schools. The chapter will argue that a multiliteracies approach to teaching graphic novels like Sugar Falls can provide pre-service teachers with tools for facilitating their own students' critical literacies.

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Kane, Maeve. „Gender, Race, and Civility in Eighteenth-Century Education“. In Shirts Powdered Red, 138–72. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501767883.003.0006.

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This chapter focuses on the first Haudenosaunee students to enroll at Eleazar Wheelock's school in Lebanon Crank. Although they traveled a further distance to get there than most, the chapter argues that it was not so surprising to the white residents of Lebanon Crank after a few years of seeing other Indigenous students come and go. Moor's Indian Charity School, run by New Light Congregationalist minister Eleazar Wheelock, was intended to be the center of a sweeping effort to transform Haudenosaunee territories into a bulwark of British, Christian evangelism and reform of the North American continent. As the chapter emphasizes, Moor's was just one of several British American efforts to educate Indigenous people in Christianity and material civility in the mid-eighteenth century. Looking at Wheelock's efforts to educate Indigenous missionaries, the chapter reveals both the central importance of converting the Haudenosaunee to British imperial imaginings and the reliance of white masculinity on both free and enslaved women's labor.The chapter underlines that the founding and transformation of Moor's from Indian boarding school to Dartmouth College represented the progression of British American imaginings of Indians, and especially the Haudenosaunee, from potential partners in the British empire to inherently incompatible others.

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„Chapter 4: Enacting Identity in the Constrained Academic Space of a Boarding School for Indigenous Students“. In Agency in Constrained Academic Contexts, herausgegeben von Aprille J. Phillips und Tricia Gray, 69–86. Lexington Books, 2021. http://dx.doi.org/10.5771/9781793646736-69.

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