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    Indigenous Education

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    Mapping Indigenous education participation

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    Schwab and Sutherland (forthcoming) present a spatial analysis of the distribution of Indigenous education participation across Australia. Amongst their main findings is the marked effect of geographic isolation on participation. We extend this analysis by relating other Indigenous and non-Indigenous outcomes to the educational participation of 15–19 year olds via a regression framework, estimated at the geographic level. We find that access to schools and other institutions is indeed associated with educational participation. However, other factors are also important; these are variables that act as a proxy for disruption within Indigenous households, access to electronic resources that support educational participation in the home, and the presence of the CDEP scheme. In the paper we also compare the remoteness category of a student’s usual residence on census night with their remoteness category of five years beforehand. We find that, amongst other things, although Indigenous students who lived in remote or very remote areas five years beforehand are more likely to have moved than the general population (especially university students), a substantial number still remain in these areas. This has important implications for the provision of distance and online learning

    Indigenous Education Research Conference

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    Information on the 4th Annual Indigenous Education Research Conference, scheduled for April 2019. Hosted by the College of Education, this conference aims to “acknowledge and operationalize the importance of engaging in research that recognizes the integrity of cultural sovereignty as it is exercised by Indigenous Nations.” The theme for this conference in 2019 is “Revisiting the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP): Centering Indigenous Peoples and Our Communities.

    Indigenous Education Update 1 - March 2013

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    Welcome to the first issue of ACER’s Indigenous Education Update. This newsletter gives you an insight into the work that the Australian Council for Educational Research (ACER) undertakes in research and development in Indigenous education

    The Case for Urgency: Advocating for Indigenous voice in education

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    In 2004 the Australian Council for Educational Research (ACER) published an Australian Education Review (AER) on Indigenous Education: The Case for Change: A review of contemporary research on Indigenous education outcomes, AER 47 (Mellor & Corrigan, 2004). In the 13 years since its publication, the state of Indigenous education outcomes has remained substantially unaltered. All the social indicators demonstrate that Australia’s First Nations people continue to be the most socio-economically disadvantaged population cohort in Australian society. This is after decades of continued policy efforts by successive Commonwealth, state and territory governments to ameliorate Indigenous education disadvantage. We still struggle with understanding how best to get Indigenous children to go to school, keep them in school, help them finish school and then go on to future education or employment. Despite the seemingly elementary nature of the problem, policy practitioners will be all too familiar with the complex nature of Indigenous education in Australia. Consequently, addressing Indigenous educational disadvantage attracts a multitude of solutions that manifest themselves as ever-changing policy approaches, often underpinned by ideology. The authors of this review paper argue that no one solution will remedy Indigenous social or educational disadvantage, but neither will policies premised on ideological views.https://research.acer.edu.au/aer/1027/thumbnail.jp

    Remote Indigenous education and translanguaging

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    Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020)

    School education: a quick guide to key internet links

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    This guide provides links to information about the policy and administrative framework for school education, individual school information, school funding information, statistics including student achievement statistics, indigenous education, Australian organisations, international organisations and education departments and state and territory government websites. Note: administrative arrangements announced on 18 September 2013 have altered departmental responsibility for school education. Therefore, links to Australian Government websites listed below may change as new arrangements take effect

    Indigenous Education Update 3 - October 2014

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    Welcome to ACER’s Indigenous Education Update – a window into the work that we undertake in research and development in Indigenous education. In this issue we illustrate the notion of ‘success’ in remote school settings, through work undertaken in partnership with NintiOne and Dare to Lead that will be presented at a national conference later in the year. This research shares the views about student aspirations, expectations of schooling experiences and what educational success looks like in these settings. We reflect on our seven-year study of the literacy and numeracy achievements of Indigenous students, and share our lessons about the engagement of Indigenous students in higher education. This issue profiles ACER’s Principal Research Fellow, Indigenous Education, Tony Dreise, and his vision for improving Indigenous learning. We also highlight how ACER is continuing its contribution to Reconciliation and provide information about a new Indigenous Visiting Fellow initiative at ACER that will support Indigenous educators, early career researchers and community leaders in developing research skills
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