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Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students

journal contribution
posted on 24.06.2020, 00:00 by J Guenther, Tessa BenvenisteTessa Benveniste, ML Redman-Maclaren, D Mander, Janya MccalmanJanya Mccalman, M O'Bryan, S Osborne, R Stewart
Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have influenced the increasing uptake of boarding options and there has been considerable public investment in scholarships, residential facilities and transition support. Yet the outcomes of this investment and policy effort are not well understood. The authors of this article came together as a collaboration of researchers who have published about boarding school education for First Nations students to examine the evidence and develop a theory-driven understanding of how policies drive systems to produce both desirable and undesirable outcomes for First Nations boarding school students. We applied complexity theory and post-structural policy analysis techniques and produced a useful tool for the evaluation of boarding policy and its implementation.

Funding

Other

History

Volume

20

Issue

1

Start Page

34

End Page

52

Number of Pages

19

Publisher

Sage

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.

Author Research Institute

Centre for Indigenous Health Equity Research

Era Eligible

Yes

Journal

Evaluation Journal of Australasia