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Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?

Published online by Cambridge University Press:  03 November 2015

John Guenther ,
Samantha Disbray  and
Sam Osborne
John Guenther*
Affiliation:
Flinders University, School of Education, and Cooperative Research Centre for Remote Economic Participation, Darwin, Northern Territory, Australia
Samantha Disbray
Affiliation:
Charles Darwin University, The Northern Institute, and Cooperative Research Centre for Remote Economic Participation, Alice Springs
Sam Osborne
Affiliation:
University of South Australia, School of Education, and Cooperative Research Centre for Remote Economic Participation, Adelaide
*
address for correspondence: John Guenther, PO Box 2363, Parap, Northern Territory 0804, Australia. Email: john.guenther@flinders.edu.au
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Abstract

The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.

Keywords

remote education systemseducational successIndigenous educationeducational policyremote community aspirationssuccessful teaching in remote schools
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 44 , Issue 2: Red Dirt Revisited: Examining remote learning and education experiences , December 2015 , pp. 194 - 206
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Copyright
Copyright © The Author(s) 2015 

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