Relevant bibliographies by topics / Aboriginal and Torres Strait Islander secondary education

Academic literature on the topic 'Aboriginal and Torres Strait Islander secondary education'

Author: Grafiati
Published: 10 December 2022
Last updated: 27 March 2024

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Journal articles on the topic "Aboriginal and Torres Strait Islander secondary education"

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Nasir, Tanyah. "Aboriginal and Islander Tertiary Aspirations Program." Australian Journal of Career Development 5, no. 2 (July 1996): 7–9. http://dx.doi.org/10.1177/103841629600500203.

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The Aboriginal and Islander Tertiary Aspiration Program (AITAP) aims to enhance the attendance and academic achievement of Aboriginal and Torres Strait Islander students during their secondary school years to increase the number of indigenous Australians successfully completing Year 12 studies. AITAP encourages them to nurture aspirations involving tertiary education while maintaining their pride in their cultural heritage. AITAP, which has been operating in NT schools since 1994, is about raising the level of expectations and aspirations of students, parents and teachers, and encouraging positive attitudes towards education and towards Aboriginal and Torres Strait Islander students.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.

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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Mander, David, and Frank Bobongie. "Working Alliances: The Importance of Accessing Peer/Cultural Support in Educational Practice." Australian Educational and Developmental Psychologist 27, no. 1 (June 1, 2010): 41–53. http://dx.doi.org/10.1375/aedp.27.1.41.

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AbstractThis is a reflective paper grounded in practice. It addresses the nature of working alliances in education between colleagues from different cultural, professional and generational backgrounds. The authors are specifically concerned with discussing the significance of accessing peer/cultural support in education, in particular how one colleague mentored another and the way knowledge was exchanged during this process to increase awareness and understanding. This topic is considered in the context of supporting male Aboriginal and Torres Strait Islander students while they study and live away from home to complete their secondary school education at boarding school in Western Australia (WA).
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Jade, Sue. "The Fourth R — Reconciliation and the Maintenance of indigenous Language in Urban Secondary Schools." Australian Journal of Indigenous Education 26, no. 1 (July 1998): 8–11. http://dx.doi.org/10.1017/s1326011100001769.

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Indigenous students in urban secondary schools in the Northern Territory are faced with barriers to their success in learning, in the education race. Amongst these is the question of language studies. Like all students, they must study English as a separate subject, they must study all other subjects using English as the language of instruction, and they must study a second language, a language other than English (LOTE), as a component of their Junior Secondary Studies Certificate. Most schools offer Indonesian and some are able to offer a broader choice. For the Indigenous student, social justice demands an addition to this range. It is illogical and unfair that schools, in some cases with up to 30 per cent Indigenous students, do not include Aboriginal and Torres Strait Islander languages in their programs. It is also shortsighted of schools to ignore the opportunity to provide these students with a subject area in which their culture is dominant.
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Semchison, Michael Red Shirt. "Ways of Learning: Indigenous Approaches to Knowledge: Valid Methodologies in Education." Australian Journal of Indigenous Education 29, no. 2 (2001): 8–10. http://dx.doi.org/10.1017/s1326011100001332.

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A friend, whom I had not seen for some time, recently asked me what I had been doing overthe last several months. I replied, ‘I have just spent the past year in the most incredible headspace.’ This elicited an excited curiosity from my friend to hear more and I began to explain. At fifty-six years of age I had made the decision to return to academic life as a student and pursue a degree in Australian Indigenous Studies. This had been suggested and encouraged by my Aboriginal sister, Jackie Huggins, and so, with herguidance I applied and was accepted to attend the University of Queensland within the Aboriginal and Torres Strait Islander Studies (ATSIS) Unit of the Arts Faculty. It was a major step for me, for although I had been presenting lectures and workshops on aspects of traditional and contemporary Native American culture in the educational and public arenas for a decade, I had not been on the student side of the lectern for 40 years. In the first few weeks of semester one the impact of my decision was almost overwhelming. I had completed secondary school in Canada, being the first person in my family to achieve that and now here I was going to university, another first in my family.
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McCalman, Janya, Tessa Benveniste, Mark Wenitong, Vicki Saunders, and Ernest Hunter. "“It’s all about relationships”: The place of boarding schools in promoting and managing health and wellbeing of Aboriginal and Torres Strait Islander secondary school students." Children and Youth Services Review 113 (June 2020): 104954. http://dx.doi.org/10.1016/j.childyouth.2020.104954.

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Osborne, Sam. "Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.

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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).
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Williams, Hayley M., Kate Hunter, Bronwyn Griffin, Roy Kimble, and Kathleen Clapham. "Fire and Smoke: Using Indigenous Research Methodologies to Explore the Psychosocial Impact of Pediatric Burns on Aboriginal and Torres Strait Islander Families." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199048. http://dx.doi.org/10.1177/1609406921990486.

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Aboriginal and Torres Strait Islander children and adolescents are disproportionately affected by burn injuries, yet often omitted from burns literature or inadequately portrayed under Western frameworks. We highlight and address the urgent need for knowledge about pediatric burns among Aboriginal and Torres Strait Islander people to be produced from within Indigenous research methodologies and in response to Aboriginal and Torres Strait Islander peoples’ expressed needs. Through the use of decolonial ethnography, we applied a novel combination of participant observations, retrospective thinking aloud, and yarning methods to explore the psychosocial impact of pediatric burn injuries and care on Aboriginal and Torres Strait Islander families. To our knowledge, this is the first example of these three methods being interwoven to explore a multifaceted health issue and in a way that privileges Aboriginal and Torres Strait Islander peoples' knowledge systems, voices, and experiences. We suggest that these approaches have strong relevance and potential for other complex issues affecting Aboriginal and Torres Strait Islander people.
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Shnukal, Anna. "a Bibliography of Torres Strait Education." Australian Journal of Indigenous Education 31 (2003): 77–80. http://dx.doi.org/10.1017/s1326011100003720.

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AbstractThis non-selective bibliography is limited to published material and is part of the Bibliography of Torres Strait to be found on the Aboriginal andTorres Strait Islander Studies Unit’s website at . Torres Strait Islander authors are marked with an asterisk.
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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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Dissertations / Theses on the topic "Aboriginal and Torres Strait Islander secondary education"

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Jones, Patricia Y. "An exploration of Aboriginal and Torres Strait Islander students' experience of education: a case study of a Catholic secondary school." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/ecc5499417a1b84be8973e64eb8c92b71f91a037af6620a1daf0d0685ab036b9/2957253/JONES_2018_An_exploration_of_Aboriginal_and_Torres.pdf.

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The research problem underlying this study concerns the potential of a mainstream secondary school to offer an inclusive and equitable experience of education for Aboriginal and Torres Strait Islander (Indigenous) students. The research explores how Indigenous students experience education at St Mary’s Catholic College, Cairns. Three specific research questions frame the organisation of this study: - How do Indigenous students experience teaching and learning at St Mary’s? - How do Indigenous parents experience the education of their children at St Mary’s? - How do Indigenous students and their parents experience the implementation of inclusivity policies at St Mary’s? This study adopts an interpretivist paradigm that is underpinned by constructionist epistemology. Data are analysed from the theoretical standpoint of symbolic interactionism. A case study methodology organises the choice of data-gathering strategies. These are document analysis, focus group interviews and in-depth, individual interviews. This study’s participants are purposively selected from four stakeholder groups: Indigenous students, Indigenous parents, Indigenous support staff and non-Indigenous teachers. In total, 54 stakeholders were participants. The research generates seven conclusions that add to new knowledge, practice and policy concerning how Indigenous students experience education at St Mary’s. First, St Mary’s Indigenous students consider their identification as Indigenous to be irrelevant to their engagement in the learning process or to their achievement of learning outcomes. Further, they argue that a serious focus on school academic work is not inconsistent with honouring Indigenous culture and values. Second, St Mary’s Indigenous students consider teachers’ non-Indigenous backgrounds to be no disadvantage to their learning. Instead, Indigenous students value the presence of differing cultural identities in the classroom for what they contribute to the learning experience. Similarly, Indigenous parents consider a paucity in the number of Indigenous teachers at St Mary’s will not negatively influence their children’s academic outcomes. Instead, they believe interactions with non-Indigenous teachers to be beneficial learning experiences for their children. Third, Indigenous parents believe that their decision to enrol their children at St Mary’s is a way of ensuring their positive futures. This decision may incur criticism that is supposedly justified by cultural identification values, from extended family members. St Mary’s Indigenous parents consider the defining and dividing of closely related people in order to maintain boundaries of inclusion and exclusion to be harmful for and divisive of Indigenous people. Fourth, Indigenous families consider St Mary’s to be an authentic, supportive and engaging place for all school community members. Parents noted that the school’s respect of Indigenous peoples and cultures reflected a fundamental characteristic of Catholic education. They value the policies and practices of inclusive education that honour their cultural identities and enable them to experience belonging to an authentic community. Fifth, Indigenous students consider it more educationally advantageous that teachers identify and address their individual learning needs rather than employ specific pedagogies considered to be preferred by Indigenous students in general. They are appreciative of reflective educators who adopt a variety of pedagogies in order to communicate authentically with all students. Sixth, ongoing professional development that challenges teachers to become knowledgeable about the different ways of learning that are equally legitimate and appropriate in diverse teaching contexts is needed at St Mary’s. This professional development would encourage teachers to employ a wide range of pedagogies that ensures quality relationships and communication with Indigenous students. Seventh, St Mary’s Indigenous support staff form an essential relationship between Indigenous students and their families, non-Indigenous teachers and the College leadership. This relationship allows for a better understanding of cultural differences that encourages positive learning outcomes for all students. Non-Indigenous teachers’ valuing of Indigenous aides and elders as co-educators in the classroom is essential for the successful implementation of inclusive education policies.
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Grootjans, John, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education." THESIS_FHHSE_SEL_Grootjans_J.xml, 1999. http://handle.uws.edu.au:8081/1959.7/445.

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During 1987 my essential beliefs about the nature of the world were challenged by a chance event which led to my arrival in Arnhemland. Working with Aboriginal people allowed me to see first hand the failings of Western ideas in Aboriginal education and health. This is how a 12 year collaboration with Aboriginal people began. The aim was to search for answers to the question, 'Why so many ideas that had been successfully used in the Western world, fail to meet the needs of aboriginal people? My experiences prior to 1995 had led me to believe that Both Ways, an education pedagogy developed in teacher education, was the best approach for empowering Aboriginal Health Workers. I believed Both Ways gave Aboriginal Health Workers a means to develop solutions to aboriginal health issues which valued and respected their aboriginal knowledge. I needed to describe and evaluate the practice of both ways with Aboriginal Health workers for the purpose of proving the benefit of this pedagogy for other educators in this field. This thesis describes how I came to think Both Ways was a good idea; how I defined Both ways; and how I put it into practice. It also provides a description of the issues raised in my critique of Both Ways and in my attempts to provide answers to these issues. Several years of collecting data, including records from action research group discussions, participant observation, interviews with peers and students, and formal evaluations left me with many concerns about Both Ways. As educators follow my journey of discovery I hope that they will recognise experiences and insights that they themselves have shared. The descriptions and discussions in this thesis will add significantly to the overall discourse about health worker education. Similarly, the exploration of ideas beyond Both Ways will add significantly to the overall body knowledge about the power relationships involved in teaching in a cross cultural setting
Doctor of Philosophy (PhD)
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Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education." Thesis, View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/445.

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During 1987 my essential beliefs about the nature of the world were challenged by a chance event which led to my arrival in Arnhemland. Working with Aboriginal people allowed me to see first hand the failings of Western ideas in Aboriginal education and health. This is how a 12 year collaboration with Aboriginal people began. The aim was to search for answers to the question, 'Why so many ideas that had been successfully used in the Western world, fail to meet the needs of aboriginal people? My experiences prior to 1995 had led me to believe that Both Ways, an education pedagogy developed in teacher education, was the best approach for empowering Aboriginal Health Workers. I believed Both Ways gave Aboriginal Health Workers a means to develop solutions to aboriginal health issues which valued and respected their aboriginal knowledge. I needed to describe and evaluate the practice of both ways with Aboriginal Health workers for the purpose of proving the benefit of this pedagogy for other educators in this field. This thesis describes how I came to think Both Ways was a good idea; how I defined Both ways; and how I put it into practice. It also provides a description of the issues raised in my critique of Both Ways and in my attempts to provide answers to these issues. Several years of collecting data, including records from action research group discussions, participant observation, interviews with peers and students, and formal evaluations left me with many concerns about Both Ways. As educators follow my journey of discovery I hope that they will recognise experiences and insights that they themselves have shared. The descriptions and discussions in this thesis will add significantly to the overall discourse about health worker education. Similarly, the exploration of ideas beyond Both Ways will add significantly to the overall body knowledge about the power relationships involved in teaching in a cross cultural setting
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Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030725.103057/index.html.

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Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.

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This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.
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Miller, Melinda G. "Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60905/5/60905.pdf.

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This thesis focuses on non-Indigenous educators’ work around embedding Indigenous perspectives in early childhood education curricula. In place of reporting examples of ‘good’ educational practice, the study questions how whiteness and racism continue to operate in diversity work that is seen to be productive and inclusive. The thesis argues for a more comprehensive framework for embedding Indigenous perspectives in before-school contexts to support educators’ efforts. New strategies for professional development are also suggested to support changes in disciplinary knowledge and pedagogy.
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Plater, Suzanne. "The Big Slap: Mature-age Aboriginal and Torres Strait Islander university graduates and the myth of meritocracy." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/25104.

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The Big Slap is a decolonised constructivist grounded theory study that explains the meaning of university education to mature-age Aboriginal and Torres Strait Islander university graduates in the context of age, life-stage, history, culture, socioeconomic status, race and place. It situates these meanings within the larger social structures that shaped the graduates’ lives and pays particular but not exclusive attention to the experiences of mature-age Aboriginal and Torres Strait Islander university graduates who lived and worked in remote regions of Australia. This study was developed in response to the identification of a defeatist discourse in the peer-reviewed and grey literature around the potential societal worth of mature-age Aboriginal and Torres Strait Islander university students. We noted an especially negative representation in the grey literature around the aspirations, capabilities and potential of Aboriginal and Torres Strait Islander students from remote regions. This discourse was starkly at odds with the positive representations of younger Aboriginal and Torres Strait Islander university students from regional and urban areas, and mature-age university students in general. It also conflicted with my experiential knowledge of the characteristics and contributions of mature-age Aboriginal and Torres Strait Islander university graduates, many of whom lived and worked in remote regions. The findings of this study provide a far more nuanced appraisal of the potential and actual societal worth of mature-age Aboriginal and Torres Strait Islander university students and graduates. They also challenge the ideological construct of Australia as a ‘post-racial’ society. These findings produced The Big Slap substantive grounded theory, which explains the relationship between two dynamic, interrelated and antithetical forces: the transformative potential of university education for mature-age Aboriginal and Torres Strait Islander graduates, and the ways in which structural racism in the graduates’ workplaces and communities acted to suppress that potential while protecting white innocence and preserving white power and privilege. The realisation that the meritocratic ideal promised by university education was largely a myth destabilised the graduates’ critical hope and disrupted their optimistic orientation toward a changed future. Nonetheless, the graduates demonstrated a determined resistance to the oppressive project of structural racism. They retained their transformative potential and remained committed to deploying it to the extent possible in the service of family and community wellbeing. The Big Slap offers a unique contribution to the fields of Aboriginal and Torres Strait Islander university education, graduate employment outcomes, and associated workplace organisational behaviour. It disrupts the defeatism in the literature around the potential societal worth of mature-age Aboriginal and Torres Strait Islander university students, including those who live and work in remote regions of Australia. It also exposes the presence and effects of structural racism in the graduates’ workplaces and explains its relationship to pervasive and persistent global ideologies of racial superiority and inferiority. Finally, The Big Slap challenges the Australian government and non-government sectors to enact structural change that genuinely and respectfully accommodates mature-age Aboriginal and Torres Strait Islander university students’ and graduates’ aspirations and capabilities, and potential and actual contributions to society.
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Miller, Gregory P., and n/a. "Teacher education programs, at James Cook University of North Queensland, for Aboriginal and Torres Strait Islander students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061110.103136.

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In this thesis I propose to address what are, in my view, significant educational problems: how to tease out and analyse those principles, concerning equity and social justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles, issues and considerations which have to be faced when designing such a program as the Diploma of Teaching (Early Childhood Education) for Aboriginal and Torres Strait Islander students at James Cook University. The issues I will address are these: (a) The extent to which the notion of equality of educational opportunity is being addressed in the provision of teacher-education programs in Queensland in general, and James Cook University in particular; (chapter 1). (b) Ways in which the Diploma of Teaching (Early Childhood Education) p r o g r am aims to produce teachers able to act as agents of bi-cultural transmission; (chapters 2 and 3). (c) The value, usefulness and desirability of James Cook University setting up a teacher-education program specifically for Aboriginal and Torres Strait Islander students from geographically remote communities, thus increasing the participation rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5). This process of analysis has led me to structure the thesis around three dimensions: (i) The historical context of the program; (ii) The program as one response to the problems faced by educational institutions in meeting the educational needs of Aboriginal people; (iii) A basis for the next phase in the development of new programs of teacher - education for indigenous students living in remote communities. This is a qualitative research project, based on my interpretation of available documentation, my use of relevant literature, and my own involvement as planner of, and teacher in the program. It is not a quantitative research project. The structure of the thesis has, as its introduction, an analysis of the extremely complex situation which exists at James Cook University. This analysis leads to a search for a set of principles to provide the theoretical underpinning of the program, which in turn leads through a combination of theory and practice to the "praxis" of the program as a model of equity and educational practice in teacher-education. The thesis is concluded by the presentation of the current stage in the development of a program for teacher-education students in remote communi ties. The conceptual framework for my thesis has been developed through my determination to increase my understanding of the complexities of developing teacher-education programs for indigenous students at James Cook University. The thesis is developed through case study techniques including: personal observation and recording of my work as Program Planner; a situational analysis of the historical background, leading up to the development of the Diploma of Teaching (Early Childhood Education) ; a discussion of the stages through which the development team proceeded with intentionality and empathy towards its task of constructing a specific program of teacher-education; and my use of existing literature to comprehend the educational and social problems which the program attemted to alleviate. Throughout my thesis the specificity of the "case", and the eclectic position I have adopted, have acted as boundaries of my conceptual framework. My thesis attempts to show that the "case" of the development of teacher-education programs for Aboriginal and Torres Strait Islander students at James Cook University, although an idiosyncratic instance , is valuable as illumination , if not for generalisation, and thus has a credibility and usefulness. The characteristics of the case-study method are frequently more appropriate to expansion is than reductionist activities, and I have tried to show how the different perspectives of Aboriginal and non-Aboriginal people, together with the beliefs, attitudes and values of such different interest-groups as university academics, Commonwealth and State Education Department bureaucrats, and teachers and parents in schools, have emphasised both the importance of questioning assumptions and the importance of critical, experiential understanding.
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Hughes, Bridget Y. "Collective impact: Closing the gap in educational outcomes for Aboriginal and Torres Strait Islander peoples in Queensland." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230011/1/Bridget_Hughes_Thesis.pdf.

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This thesis examined the educational outcomes for Indigenous children enrolled in Queensland state (public) primary schools from the perspective of the collective and social impact of programs and services. The study used quantifiable data to show that the gap is not closing, regardless of an improvement in attendance, along with literacy and numeracy achievement levels, in certain regions of Queensland.
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Shay, Marnee. "Counter stories: Developing Indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107925/4/Marnee_Shay_Thesis.pdf.

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The focus of this study was to centre the voices and experiences of Aboriginal and Torres Strait Islander peoples in flexi school context. The voices prominent in this study are Aboriginal and Torres Strait Islander educative staff in flexi schools and my voice, as an Aboriginal researcher. Flexi schools are engaging with high numbers of Indigenous people, yet this context of schooling is relatively absent from the broader Indigenous education discourse. This qualitative study explores the experiences of Indigenous staff in flexi schools in Queensland, Victoria and Western Australia. Using autoethnography, I documented my experiences as an Aboriginal education researcher using yarning methodology in institutionalised education settings to consider new uses of Indigenist methodology and identify practical implications for Indigenous researchers using Indigenous ways of being, knowing and doing in settings that have historically perpetuated exclusion, imperialism and racism.
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Books on the topic "Aboriginal and Torres Strait Islander secondary education"

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Dawes, Glenn Desmond. Break on through: Indigenous youth subcultures and education. Townsville, Qld: Centre for Social Research, CSR, James Cook University, 1998.

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Price, Kaye, ed. Aboriginal and Torres Strait Islander Education. Cambridge: Cambridge University Press, 2012. http://dx.doi.org/10.1017/cbo9781139519403.

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Naylor, Tonia. Teaching aboriginal & Torres Strait Islander university students. Mt. Lawley, W.A: Kurongkurl Katitjin Books, 1998.

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Statistics, Australian Bureau of. 1994 National Aboriginal and Torres Strait Islander survey: Social atlas. [Canberra]: Australian Bureau of Statistics, 1997.

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Christensen, Peter. The road forward?: Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Canberra: Dept. of Employment, Education, Training and Youth Affairs, 1997.

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New Zealand. Parliament. Māori Affairs Committee. Te haere o te Komiti Whiriwhiri Take Māori ki Ahitereiria atu i te 26 ki te 30 o Haratua 2008 : te Pūrongo o te Komiti mō Ngā Take Māori =: Visit of the Māori Affairs Committee to Australia, 26 to 30 May 2008 : report of the Māori Affairs Committee. Wellington, N.Z.]: New Zealand House of Representatives, 2008.

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1956-, Scharrenberg Koen, ed. Rabbit-proof fence: De vlucht naar huis. Amsterdam: Muntinga, 2007.

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Rabbit-proof fence. New York: Miramax Books, 2002.

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Price, Kaye, and Jessa Rogers, eds. Aboriginal and Torres Strait Islander Education. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108552905.

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Allen, Jeanne, and Simone White, eds. Learning to Teach in a New Era. 2nd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108985765.

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Entering the teaching profession in the twenty-first century comes with many challenges and even more opportunities to meet the learning needs of Australian students. Learning to Teach in a New Era provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers. Closely aligned with the Australian Curriculum and the Australian Professional Standards for Teachers, this text builds on foundational knowledge and provides guidance on professional development throughout your career in education. Organised in three sections – professional knowledge, professional practice and professional engagement – and thoroughly updated, this text introduces educational policy and the legal dimensions of education; encourages the development of practical skills in pedagogy, planning, assessment, digital technologies and classroom management; and supports effective communication and ethical practice. This edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms.
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Book chapters on the topic "Aboriginal and Torres Strait Islander secondary education"

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Stuart, Gillian, and Angela Turner. "Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia." In Contemporary Issues in Technology Education, 31–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_3.

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Johnston, Michelle, and Simon Forrest. "Education and Aboriginal and Torres Strait Islander Students." In Working Two Way, 125–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4913-7_7.

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Bodkin-Andrews, Gawaian, Treena Clark, and Shannon Foster. "Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism." In The Palgrave Handbook of Ethnicity, 1–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0242-8_106-1.

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Bodkin-Andrews, Gawaian, Treena Clark, and Shannon Foster. "Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism." In The Palgrave Handbook of Ethnicity, 1383–406. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2898-5_106.

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Liddle, Celeste. "First Peoples: Aboriginal and Torres Strait Islander Participation in Higher Education." In Student Equity in Australian Higher Education, 53–67. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8_4.

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Price, Kaye. "More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools." In Teacher Education for High Poverty Schools, 95–114. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22059-8_6.

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Towers, Lorraine. "The Decolonial Imperative—Text and Context: A Response to Amani Bell and Gulwanyang Moran." In Using Social Theory in Higher Education, 41–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39817-9_3.

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AbstractResearch is not innocent, Linda Tuhiwai Smith tell us (2013). As a critical form of knowledge production about Indigenous people, research has been forged in the body of imperialism and the practice of colonialism and must now be the object of decolonisation. The revealing responses to this work of two contemporary academics, one Indigenous (Gulwanyang Moran) and one non-Indigenous (Amani Bell), have elicited my reflections on the significance of this work being understood through our subjectivities and everyday lives amidst the broader socio-political context. This contemplation has drawn me to consider how this work was both produced out of and through dynamic contexts of Indigenous resistance and activism, weaving through lives, thoughts and experiences, of those within and outside of the academy. My particular position as a settler, non-Indigenous academic in Aboriginal Education at a time of Aboriginal and Torres Strait Islander challenge to the coloniality of research and education becomes the prism through which I explore the limits of my initial reading of the work and the ongoing imperative of decoloniality in the institutions of research and education.
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Bodkin-Andrews, Gawaian, Susan Page, and Michelle Trudgett. "Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices." In Critical Studies and the International Field of Indigenous Education Research, 96–113. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032695440-7.

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Miller, Melinda G., Karen Dawson-Sinclair, Areana Eivers, and Karen Thorpe. "Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School." In Cultural Psychology of Education, 57–77. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_5.

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Conference papers on the topic "Aboriginal and Torres Strait Islander secondary education"

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Marshman, Margaret, and Tim Strohfeldt. "Braiding Aboriginal and Torres Strait Islander knowledge into 21st century science education." In COMPUTATIONAL INTELLIGENCE AND NETWORK SECURITY. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0123137.

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Crump, Vanessa, and Yvonne C. Davila. "UNDERSTANDING STUDENTS’ EXPERIENCES AFTER INCORPORATING INDIGENOUS PERSPECTIVES IN A POSTGRADUATE SCIENCE COMMUNICATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end005.

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"Many Australian universities have recently incorporated Indigenous graduate attributes into their programs, and the University of Technology Sydney (UTS) is no exception. This project aimed to investigate students’ perceptions and experiences of learning about Indigenous Knowledge systems and culture while developing science communication skills. Advanced Communication Skills in Science is a core subject in the Master of Science program at UTS. An existing assessment task, a three-minute thesis style oral presentation, was reworked to include the Indigenous Graduate Attribute (IGA) developed for the Faculty of Science. Students researched an aspect of Indigenous Science, an area of emerging interest for cultural and scientific understanding, and a mechanism for empowering Australia’s diverse first nations peoples. They then presented their key message in three minutes using a single PowerPoint slide. This task allowed students to demonstrate an awareness and appreciation of multiple ways of developing understandings of nature while enhancing their ability to understand the role of science communication in the modern world. Students were surveyed at the beginning and end of the semester to establish their Indigenous Science conceptions and reflect on their experiences. Students demonstrated an outstanding ability to integrate appropriate Aboriginal and Torres Strait Islander knowledges, experience, and analysis into a key message. Most students reported greater familiarity with concepts such as Indigenous Science and provided richer definitions of what this means. When asked if understanding Aboriginal and Torres Strait Islander knowledges and cultural practices might impact their practice as a scientist, many felt their perspective had changed and that reflecting on their cultural values and beliefs had improved their cultural capability. Most students responded that this subject challenged (at least to a degree) some firmly held assumptions, ideas, and beliefs."
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Reports on the topic "Aboriginal and Torres Strait Islander secondary education"

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Hill, Braden. Unseen inequities: The role of leadership in addressing structural barriers to education in Australian universities. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-05.

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The lack of diversity in leadership positions within the Australian university sector has been a persistent issue, with predominantly older, white, male leaders holding power and shaping the future of higher education. While student demographics have become more diverse, the leadership of academic institutions has not kept pace with these changes. Therefore, as student expectations and attitudes change, university communities are encouraged to (re)consider their commitment to proactively addressing the structural inequalities that continue to impact the journeys of the students we seek to serve. Nevertheless, activist universities—those that proactively and visibly seek to lead on matters of socio-political importance—are few and far between. The referendum to change the constitution to recognise Aboriginal and Torres Strait Islander people through the establishment of a Voice to Parliament is an example where change has the potential to tangibly address educational inequality. The positions that institutions choose to take (or not), in relation to the attitudes held by a considerable proportion of our student cohorts, presents a strong argument for courageous leadership at all levels of our universities to lead, educate, and advocate for social good.
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