Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia

This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes e...

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Bibliographic Details
Published in:The Australian journal of indigenous education 2015-12, Vol.44 (2), p.173-183
Main Author: Mander, David J.
Format: Article
Language:English
Subjects:
Aboriginal education
Aboriginal parents
Aboriginal peoples
Aboriginal students
Access to Education
Australia
boarding school
Boarding Schools
Cultural Maintenance
Educational Opportunities
Educational Practices
Educational Quality
Foreign Countries
Geographic isolation
Indigenous Populations
Interviews
Native students
Parent Attitudes
Parent School Relationship
Parenting Styles
Parents & parenting
Perceptions
Qualitative research
Rural Areas
Secondary education
Secondary school students
Siblings
transition
Western Australia
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Summary:This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes emerged from the data: (1) Access, Standards and Quality, and the subthemes of Declining Local Schools, Opportunity, and Worldliness; (2) Parental Agency and the subthemes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings and; (3) Cultural Heritage and the subtheme of Maintenance and Transmission. The findings are described and then discussed in terms of practice implications relevant to boarding schools in WA. Limitations of the current study are acknowledged and directions for future research are proposed.
ISSN:1326-0111
2049-7784
2049-7784
DOI:10.1017/jie.2015.21