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Mapping boarding school opportunities for Aboriginal students from the Central Land Council Region of Northern Territory

journal contribution
posted on 2019-07-09, 00:00 authored by S Osborne, L-I Rigney, Tessa BenvenisteTessa Benveniste, J Guenther, S Disbray
The 2014 Wilson review of Indigenous Education in the Northern Territory recommended boarding school models as the preferred secondary education option for very remote Aboriginal students. This study considers boarding uptake by Aboriginal students from the Central Land Council region of the Northern Territory. An examination of boarding programs available to Aboriginal students in this region found that scholarship access is largely determined by socioeducational advantage and the perceived social stability of the family and student. To increase access and participation in boarding, more flexible funding assistance programs are needed. An expanded role for brokering could also increase retention and completion rates. Ultimately, more investment is also required in remote community schools, and in the development of ‘both ways’ capital if the social and educational aspirations of young Aboriginal students and their families in this region are to be realised through a boarding school model. Copyright © The Author(s) 2018


Category 3 - Industry and Other Research Income


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Cambridge University Press, UK

Peer Reviewed

  • Yes

Open Access

  • No

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

Australian National University; University of South Australia; Batchelor Institute of Indigenous Tertiary Education, NT

Author Research Institute

  • Appleton Institute

Era Eligible

  • Yes


Australian Journal of Indigenous Education