ABSTRACT

Secondary education access for remote Northern Territory Indigenous Australian students is limited. Although many students attend boarding schools, few complete Year 12. Whole communities rarely engage in their children’s boarding school education and boarding schools seldom engage with Elders to support a child’s cultural journey. This article presents research findings from interviews conducted with two adults from a very remote Indigenous community and six staff from a partner Western interstate boarding school community. Using a qualitative methodology with phenomenological design, findings show how students achieve Western educational success whilst maintaining their culture and offer implications, including possible model replication, for other communities.

摘要

偏远的北领地澳大利亚土著学生的中学教育机会有限。尽管许多学生就读寄宿学校，但完成12年级的学生很少。整个社区很少参与其子女的寄宿学校教育，而寄宿学校很少与长者互动来支持孩子的文化之旅。本文介绍了对来自非常偏远的土著社区的两名成年人和来自合作伙伴西方州际寄宿学校社区的六名工作人员进行的访谈所得的研究结果。使用现象学设计的定性方法，研究结果表明，学生如何在保持西方文化的同时获得西方教育的成功，并为其他社区提供启示，包括可能的模型复制。