Another Brick in the Wall? Parent Perceptions of School Educational Experiences of Indigenous Australian Children

Trudgett, Michelle; Page, Susan; Bodkin-Andrews, Gawaian; Franklin, Corrinne; Whittaker, Alison

doi:10.1057/978-1-137-53435-4_11

Cited by 16 publications

(11 citation statements)

References 20 publications

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“…Such programmes focus on a holistic approach where children are viewed in the context of their family and community, and where the diverse roles of the child, parents, family and the school are acknowledged in the transition process. Establishing trusting relationships and Aboriginal parents’ perceptions of the teacher as sensitive to the needs of Aboriginal children are linked to ongoing and positive relationships with the school (Trudgett et al, 2017).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…In early childhood settings, this includes white colonial perceptions of how parenting should be and outlines how families should be involved, or how visible they should be within the school community without regard to how or when families might like to be involved (Bower & Griffin, 2018;Jackson & Remillard, 2005). Furthermore, Trudgett et al (2017) suggest Aboriginal parent school engagement is often seen as a measure to offset other family problems in the hope it would positively impact a child's educational outcomes. Disputing this view, Krakouer (2016) suggests schools and early childhood services recognise that Aboriginal child-rearing practices generate strengths in children.…”

Section: Engaging School With Aboriginal Familiesmentioning

confidence: 99%

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Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink

Barblett

Barratt-Pugh

Knaus

et al. 2020

Australasian Journal of Early Childhood

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This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children and families to schools and built a sense of belonging and productive relationships between families, staff, school and the community in a culturally safe space. Furthermore, KindiLink developed the capacity and confidence of parents as their children’s first teachers and supported the home learning environment. The Aboriginal Indigenous education officer in each programme was critical to the engagement of Aboriginal families and acknowledgement of cultural aspects important to children’s growing cultural identities. The relationships built between KindiLink staff and families, and between families, were important for children’s and their families’ growing sense of belonging to the school, which assisted participation at school.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Engaging School With Aboriginal Familiesmentioning

confidence: 99%

Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink

Barblett

Barratt-Pugh

Knaus

et al. 2020

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

show abstract

“…Without downplaying the significance of homesickness and feelings of isolation, the latter point, a potential disconnect from family and community is notable. It is frequently posited in the literature that there is a need for mutually supportive relationships to exist between families and schools, and this relationship is considered one of the factors which underpin successful, formal education (Chenhall, Holmes, Lea, Senior, & Wegner, 2011; Mason, Perry, & Dockett, 2006; Pechenkina & Anderson, 2011; Trudgett, Page, Bodkin-Andrews, Franklin, & Whittaker, 2017). This necessity for family involvement in Indigenous student education has been documented in Australia and abroad, for instance, in Canada (Malatest, 2002).…”

Section: Discussionmentioning

confidence: 99%

Understanding the Challenges, Yet Focusing on the Successes: An Investigation into Indigenous University Students’ Academic Success

Lydster

Murray

2019

AJIE

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This paper reports on experiences of Indigenous students and staff involved in Bond Indigenous Tutoring (BIT). It aimed to gain insight regarding topics including challenges faced by Indigenous students, why some students discontinued their studies, and concepts of success at university. Findings revealed the main challenges included the transition from secondary to tertiary education and not being prepared academically. BIT staff identified family responsibilities and being dislocated from kinship networks as challenges, while students stated these were factors explaining why Indigenous students discontinued their studies. A whole of university approach was found to be required to effectively support Indigenous students. Success was defined as more than Grade Point Average, as it entailed being able to enjoy future endeavours. This paper contributes to the evidence that tuition programmes and Indigenous centres at university are key contributors to success, and it is argued that such success must become the norm as opposed to the exception.

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“…Raising children is a collective responsibility; Aboriginal children are given a great deal of autonomy to develop their skills by exploring their environment under the watchful eyes of the community at large (Lohoar et al, 2014;Muir & Bohr, 2014). Although parents have high educational aspirations for their children (Walter, 2017), school and community leaders have struggled to find ways to ensure that Aboriginal children can access "Western cultural capital" while at the same time nurturing their Aboriginal culture (McTaggart, 1991;Trudgett et al, 2017).…”

Section: A Backgroundmentioning

confidence: 99%

The Effect of Quarantining Welfare on School Attendance in Indigenous Communities

et al. 2021

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We identify the causal impact of quarantining welfare payments on Aboriginal children's school attendance by exploiting exogenous variation in its rollout across communities. We find that income quarantining reduced attendance by 4.7 percent on average in the first five months. Attendance eventually returned to its initial level, but never improved. The attendance penalty does not operate through changes in student enrollments, geographic mobility, or other policy initiatives. Instead, we demonstrate that financial disruption may be responsible for the temporary reduction in school attendance. Supplemental analysis suggests that the policy rollout may have increased family discord.

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Another Brick in the Wall? Parent Perceptions of School Educational Experiences of Indigenous Australian Children

Cited by 16 publications

References 20 publications

Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink

Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink

Understanding the Challenges, Yet Focusing on the Successes: An Investigation into Indigenous University Students’ Academic Success

The Effect of Quarantining Welfare on School Attendance in Indigenous Communities

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