Mapping boarding school opportunities for Aboriginal students from the Central Land Council region of Northern Territory

Samuel Osborne, Lester Rigney, Tessa Benveniste, John Guenther, Samantha Disbray

    Research output: Contribution to journalArticle

    2 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)1-17
    Number of pages17
    JournalAustralian Journal of Indigenous Education
    Volume48
    Issue number2
    DOIs
    Publication statusPublished - 2018

    Fingerprint Dive into the research topics of 'Mapping boarding school opportunities for Aboriginal students from the Central Land Council region of Northern Territory'. Together they form a unique fingerprint.

  • Cite this