Exploring excellence in Indigenous education in Queensland secondary schools

In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities

Extending the yarning yarn: collaborative yarning methodology for ethical indigenist education research

Yarning scholarship is emerging in the Australian context. There are a growing number of Indigenous scholars who advocate for using yarning in research and this paper aims to contribute to this methodological discussion. In this paper, I outline the development of a methodology, which I have named Collaborative Yarning Methodology (CYM). CYM extends on the current yarning scholarship available to researchers through critically addressing the issue of data collection and analysis. The methodology was developed in undertaking my doctoral study in alternative school settings. In developing CYM, I discuss and analyse the implications of using Indigenous methodologies in institutionalised education settings and some of issues that may arise, and some explicitly for Indigenous researchers. Through analysing the current discourses that exists when undertaking Indigenous-focused research in education institutions, there are clearly connections in how Indigenous people are positioned politically, racially and socially when assuming the role of a researcher. I propose that in Indigenous education focused research, there continues to be an over-reliance of positivist ways of collecting yarning data, such as audio recording. I offer an alternative to audio recording, which incorporates collaborative approaches to data collection with participants underpinned by the principle of self-determination

Counter stories: Developing Indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts

The focus of this study was to centre the voices and experiences of Aboriginal and Torres Strait Islander peoples in flexi school context. The voices prominent in this study are Aboriginal and Torres Strait Islander educative staff in flexi schools and my voice, as an Aboriginal researcher. Flexi schools are engaging with high numbers of Indigenous people, yet this context of schooling is relatively absent from the broader Indigenous education discourse. This qualitative study explores the experiences of Indigenous staff in flexi schools in Queensland, Victoria and Western Australia. Using autoethnography, I documented my experiences as an Aboriginal education researcher using yarning methodology in institutionalised education settings to consider new uses of Indigenist methodology and identify practical implications for Indigenous researchers using Indigenous ways of being, knowing and doing in settings that have historically perpetuated exclusion, imperialism and racism

Teaching notes for Growing Up Aboriginal in Australia

SynopsisA rich combination of diverse stories from diverse Aboriginal people,Growing up Aboriginal in Australia\ua0provides an essential and timely counter- narrative to negative stereotypes about Aboriginal people that continue to pervade Australian society. The text includes stories from men, women, young people through to Elders, who generously share insights into – and experiences of – how they have shaped and navigated their identities as Aboriginal or First Nations peoples of Australia. Stories that highlight Australian government policies, such as assimilation, provide a rare opportunity to understand more deeply the humanity and dignity of Aboriginal people who lived through the decades of that dark time in Australian history

Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education

Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on alternative schools in Australia has not identified how many Indigenous young people are engaged with alternative schools and how alternative schools are supporting Indigenous young people to remain engaged in education. It is well documented that Aboriginal and Torres Strait Islander people experience significant disadvantage including poorer educational outcomes than their non-Indigenous peers. This study seeks to contribute to improving educational outcomes for Aboriginal and Torres Strait Islander young people through exploring Aboriginal and Torres Strait Islander interactions with alternative schools in Queensland and investigating the practices of alternative school leaders in terms of how they are supporting Indigenous young people to remain engaged in education. Critical race theory informed the development of this study. An Aboriginal researcher sought to shift the focus of this study away from Indigenous young people to Principals; to explore their perspective of their own knowledge and practices in supporting Aboriginal and Torres Strait Islander young people at their school. Using survey methodology, a web-based questionnaire was developed to survey Principals’ providing data on alternative schools in Queensland including the demographics of the alternative school; self-reported knowledge of Indigenous cultures and communities and practices that support Aboriginal and Torres Strait Islander young people at their alternative school. There are nine key findings that emerged through the analysis of this study: key finding one is the high percentage of Aboriginal and Torres Strait Islander young people enrolled in schools surveyed; key finding two is there is a high percentage of Aboriginal and Torres Strait Islander staff employed in the schools; key finding three is the majority of the schools are located in low socio-economic areas; key finding four is the strong willingness of Principals’ in this study to engage in self-directed learning in relation to Aboriginal and Torres Strait Islander cultures; key finding five is the limited demonstration of understandings of Aboriginal and Torres Strait Islander cultures and communities; key finding six is the most prevalent practice of Principals’ in this study is the celebration of cultural events and cultural activities; key finding seven is the limited Principal engagement with Aboriginal and Torres Strait Islander young people, their families and the local community; key finding eight is the practice of alternative schools provides limited support and nurturing of Aboriginal and Torres Strait Islander young person’s cultural identity and key finding nine is that Principals’ are relying heavily on informal discussions with staff to know what their staff’s knowledge and skills are in relation to supporting Aboriginal and Torres Strait Islander young people. There are multiple implications that have arisen from this study. The data demonstrated high numbers of Aboriginal and Torre Strait Islander students and staff. The data also revealed that Principal’s demonstration of knowledge in relation to Indigenous cultures and communities was limited, as well as limited Principal engagement with Indigenous young peoples, families and communities. Therefore a major practical implication of this study is the urgent need for quality cultural learning opportunities for leaders of alternative schools to improve practices. Additionally, the implications of this study support an urgent need for further research on the role alternative schools are playing in supporting Indigenous young people to remain engaged in education