Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students

John Guenther, Tessa Benveniste, Michelle Redman-MacLaren, David Mander, Janya McCalman, Marnie O’Bryan, Samuel Osborne, Richard Stewart

Research output: Contribution to journalArticle

Abstract

Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have influenced the increasing uptake of boarding options and there has been considerable public investment in scholarships, residential facilities and transition support. Yet the outcomes of this investment and policy effort are not well understood. The authors of this article came together as a collaboration of researchers who have published about boarding school education for First Nations students to examine the evidence and develop a theory-driven understanding of how policies drive systems to produce both desirable and undesirable outcomes for First Nations boarding school students. We applied complexity theory and post-structural policy analysis techniques and produced a useful tool for the evaluation of boarding policy and its implementation.

Original languageEnglish
Pages (from-to)34-52
Number of pages19
JournalEvaluation Journal of Australasia
Volume20
Issue number1
DOIs
Publication statusPublished - 1 Mar 2020
Externally publishedYes

Keywords

  • boarding schools
  • policy evaluation
  • residential schools
  • theory of change
  • thinking with theory

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    Guenther, J., Benveniste, T., Redman-MacLaren, M., Mander, D., McCalman, J., O’Bryan, M., Osborne, S., & Stewart, R. (2020). Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students. Evaluation Journal of Australasia, 20(1), 34-52. https://doi.org/10.1177/1035719X20905056