Clontarf to Curtin: Row AHEAD and Tertiary Affinity

The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies

“…The literature comprised three distinct institutional categories: six publications primarily examined university led aspiration and/or outreach programs targeting secondary school students (Godinho, Wooley, Webb, & Winkel, 2015;Peralta, Cinelli, & Bennie, 2018;Shinkfield, 2014;Smith et al, 2015;Thomas, Bronwyn, Kirkham, & Parry, 2014;Thorn & Flodin, 2015); two publications focused on vocational education and training (VET) programs based at secondary schools (Oliver, Grote, Roschecouste, & Exell, 2013;Pham, Page, Sivamalai, & Woolley, 2012); and four related to experiential place-based learning programs with a local employment focus (Altman & Fogarty, 2010;Fogarty, 2012;Fogarty & Schwab, 2012;Kral, 2010). Ten publications reported studies conducted with students enrolled in community-based schools (Altman & Fogarty, 2010;Burton & Osborne, 2014;Fogarty, 2012;Fogarty & Schwab, 2012;Godinho et al, 2015;Kral, 2010;Peralta et al, 2018;Osborne et al, 2017;Smith et al, 2015;Thomas et al, 2014), and four publications reported studies conducted with remote Indigenous students who attended boarding schools (Oliver et al, 2013;Pham et al, 2012;Shinkfield, 2014;Thorn & Flodin, 2015).…”

“…These programs placed secondary school students into unfamiliar contexts such as a university campus in a well-supported and strategic way. Thorn and Flodin (2015) recognised "that for a person to choose to pursue a higher education pathway, they must believe that they can achieve that goal as well as feel like they will be able to connect to the tertiary environment on a social level" (p. 66). Their study examined the Row AHEAD program by Curtin University, a 12-week rowing and self-development program.…”

“…Pham et al (2012) reported improved knowledge of health and the acquisition of a certificate qualification in Indigenous primary health care after students completed a VET course as part of their secondary school curriculum. Thorn and Flodin (2015) stated that "participants were able to feel a sense of belonging in an environment to which they contributed, alongside graduates and university students" (p. 65). Eight publications reported exposure to positive role-modelling as a benefit.…”

Learning Innovations for Identifying and Developing Talent for University

“…In planning is the "AHEAD Academy" which will offer direct learning services to both adults and students and will enhance the existing catalog of workshops, campus visits, mentoring, and case management support to the disadvantaged communities and the practitioners and professionals who work with them. The AHEAD program is an expression of the university's corporate social reasonability portfolio, which contributes to positive outcomes on three important dimensions: community development through the promotion of tertiary affinity [27], undergraduate work-integrated learning [28], and more broadly the university corporate culture [29].…”

Inclusive, colour-blind, and deficit: Understanding teachers' contradictory views of Aboriginal students’ participation in education

“…Operating alongside mainstream curricula, programmes 2 targeting Aboriginal students have been a feature of secondary school education since the 1980s. These programmes focus on developing students' positive connections with culture, building wellbeing strategies, improving academic outcomes, and engaging identity work through education (Thorn & Flodin, 2015;Williams et al, 2020). When Aboriginal programmes are delivered transparently, and when teachers are trained adequately and participate actively in community relationship building, they are empowered to build culturally-differentiated and nuanced quality learning programmes from a social justice perspective and within a strong community relationship model (Munns et al, 2013).…”