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Meeting the Needs of Aboriginal and Torres Strait Islander Students and the Needs of a System in Remote Western Australian Communities.

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Title: Meeting the Needs of Aboriginal and Torres Strait Islander Students and the Needs of a System in Remote Western Australian Communities.
Authors: Moore, Laura1 laura.moore2@education.wa.edu.au, Macfarlane, Rachael1 rachael.macfarlane@education.wa.edu.au, Wakefield, Nigel1 nigel.wakefield@education.wa.edu.au, Davie, Serena1 serena.davie@education.wa.edu.au
Source: Australian & International Journal of Rural Education. Nov2024, Vol. 34 Issue 3, p92-98. 7p.
Subject Terms: *Distance education, *School attendance, *School boards, Indigenous Australians, Vision statements, Indigenous children
Abstract: Aboriginal and Torres Strait Islander students' attendance, retention and engagement in remote schools have been concerns for educators and successive governments. In many communities, students are encouraged to complete secondary education at boarding school, because of seemingly limited educational opportunities in their local communities. The vision of the Western Australian Department of Education's School of Isolated and Distance Education (SIDE) is to provide learning opportunities for students, regardless of their circumstances, through high quality, inclusive and culturally responsive programs. Because vision statements are aspirational and need to be backed with strategies for implementation, SIDE established a Regional Teaching Team in 2024. The purpose of this team is to meet the unique needs of students in the Northern Goldfields and Kimberley regions which have a high representation of Aboriginal and Torres Strait Islander students. Providing programs and pathways to meet the needs of Aboriginal students in these remote contexts is not possible without a deep understanding of the context and culture of the local communities, schools, and the students within them. The Regional Teaching Team works with local communities to deliver co-designed culturally responsive education. [ABSTRACT FROM AUTHOR]
Copyright of Australian & International Journal of Rural Education is the property of Society for the Provision of Education in Rural Australia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Australian+%26+International+Journal+of+Rural+Education%22">Australian & International Journal of Rural Education</searchLink>. Nov2024, Vol. 34 Issue 3, p92-98. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink><br />*<searchLink fieldCode="DE" term="%22School+boards%22">School boards</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Australians%22">Indigenous Australians</searchLink><br /><searchLink fieldCode="DE" term="%22Vision+statements%22">Vision statements</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+children%22">Indigenous children</searchLink>
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  Data: Aboriginal and Torres Strait Islander students' attendance, retention and engagement in remote schools have been concerns for educators and successive governments. In many communities, students are encouraged to complete secondary education at boarding school, because of seemingly limited educational opportunities in their local communities. The vision of the Western Australian Department of Education's School of Isolated and Distance Education (SIDE) is to provide learning opportunities for students, regardless of their circumstances, through high quality, inclusive and culturally responsive programs. Because vision statements are aspirational and need to be backed with strategies for implementation, SIDE established a Regional Teaching Team in 2024. The purpose of this team is to meet the unique needs of students in the Northern Goldfields and Kimberley regions which have a high representation of Aboriginal and Torres Strait Islander students. Providing programs and pathways to meet the needs of Aboriginal students in these remote contexts is not possible without a deep understanding of the context and culture of the local communities, schools, and the students within them. The Regional Teaching Team works with local communities to deliver co-designed culturally responsive education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australian & International Journal of Rural Education is the property of Society for the Provision of Education in Rural Australia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181634356
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        Value: 10.47381/aijre.v34i3.766
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              Text: Nov2024
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