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Building on "Red Dirt" Perspectives: What Counts as Important for Remote Education?
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Guenther, John; Disbray, Samantha; Osborne, Sam – Australian Journal of Indigenous Education, 2015
The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions:…
Descriptors: Rural Areas, Rural Education, Qualitative Research, Indigenous Populations
Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-State Remote Communities
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Osborne, Sam – Australian Journal of Indigenous Education, 2015
Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies. This paper explores…
Descriptors: Foreign Countries, Indigenous Populations, Distance Education, Population Distribution
Learning versus Education: Rethinking Learning in Anangu Schools
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Osborne, Sam – Australian Journal of Indigenous Education, 2013
In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent "Gonski review" ("Review of Funding for…
Descriptors: Foreign Countries, Rural Areas, Accountability, Underachievement
Red Dirt Thinking on Power, Pedagogy and Paradigms: Reframing the Dialogue in Remote Education
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Osborne, Sam; Guenther, John – Australian Journal of Indigenous Education, 2013
Recent debates in Australia, largely led by Aboriginal and Torres Strait Island academics over the past 5 or so years, have focused on the need for non-Indigenous educators to understand how their practices not only demonstrate lack of understanding of Indigenous ways of knowing, being and doing, but even deny their presence. This debate has…
Descriptors: Power Structure, Teaching Methods, Rural Education, Foreign Countries