Preparing Aboriginal students in remote communities for life beyond school

Start date

2019

End date

2022

Research partner(s)

Curtin University

This project aims to better prepare young Aboriginal adults as they transition from Vocational Education and Training school education to life beyond school, including into the workplace. Data on the experiences of past Aboriginal students will be collected and analysed to contribute to the development of appropriate pedagogy, teaching practices and resources. The expected outcomes will inform teaching practices and assist students in remote communities to successfully transition to work and life following graduation.

Output(s)

"From the bottom to the top": Learning through stories of transitioning from an Aboriginal boarding school to the workplace and life beyond school

Type

Journal article

Authors

Shay, M., Oliver, R., Bogachenko, T. and McCarthy, H.C.

Publisher

Australian and International Journal of Rural Education

Publication date

2023

Rights notice

Copyright (c) 2023 Marnee Shay, Rhonda Oliver, Tetiana Bogachenko, Helen McCarthy

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

File

699+Shay+et+al (1).pdf

Link

https://journal.spera.asn.au/index.php/AIJRE/article/view/699

Project information

Project owner Not listed

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Community / Language group(s)

Project contact(s)

Associate Professor Marnee Shay

m.shay@uq.edu.au

Researcher(s)

A/Prof Marnee Shay
Prof Rhonda Oliver

Supporting partner(s)

Complete

Yes

Start date

2019

End date 2022

Topic(s)

Closing the Gap focus

Funder(s)

Organisation(s)

Not listed

Indigenous involvement

Indigenous involvement notes

Associate Professor Marnee Shay is a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman with maternal connections to Wagiman Country (Daly River region, Northern Territory), born in Brisbane, with strong connections to Indigenous communities in South East Queensland.

This study is framed theoretically by Indigenist theory (Rigney, 2006) and Funds of Knowledge
(Moll et al., 1992; Velez-Ibanez & Greenberg 2005). This research is Indigenous-based, with a
focus being Aboriginal people from remote communities and their life stories beyond school. This
was an applied study prompted by an invitation from the school leadership at an Aboriginal
parent-governed remote boarding school—Kutja School—and the theoretical lens that reflects
Indigenous knowledge, paradigms, and ontologies. The research team are Aboriginal (Shay) and
non-Aboriginal (Oliver, McCarthy, Bogachenko, and Jackson), making the study’s conceptual and
theoretical framing critical in cross-cultural research. Although Shay is an Aboriginal woman, she
is not from the communities of the participants. Therefore, this is also a cross-cultural research
context (Shay et al., 2022c).

Preparing Aboriginal students in remote communities for life beyond school

Output(s)

Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices and names of deceased persons.