red dirt schools and pathways CQU.pdf (3.36 MB)
'Red dirt' schools and pathways into higher education
chapter
posted on 2022-08-17, 01:23 authored by J Guenther, S Disbray, Tessa BenvenisteTessa Benveniste, S OsborneOne of the predominant themes that pervades much of the literature on remote education is one about Indigenous ‘disadvantage’. It has been defined specifically as ‘the difference (or gap) in outcomes for Indigenous Australians when compared with non-Indigenous Australians’ (Steering Committee for the Review of Government Service Provision 2012, p. xiv). The concept then extends to ‘closing the gap’ (Council of Australian Governments 2009) in a general sense and in a more specific educational context (What Works: The Work Program 2012). Combining ‘Indigenous disadvantage’ with ‘remote’ adds a different meaning – those who live in remote communities are doubly ‘disadvantaged’ because of their geographic location and their race, and indeed some indexes of socio-economic advantage place disproportionate weight on location and race.
History
Editor
Frawley J; Larkin S; Smith JAStart Page
251End Page
270Number of Pages
20ISBN-13
9789811040627Publisher
SpringerPlace of Publication
SingaporePublisher DOI
Additional Rights
CC BY 4.0Open Access
- Yes
Cultural Warning
This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologize for any distress that may occur.External Author Affiliations
University of South Australia; Charles Darwin University; Batchelor Institute of Indigenous Tertiary EducationAuthor Research Institute
- Appleton Institute
Era Eligible
- Yes