A Place to Learn: Cultivating Engaging Learning Environments for Young Rural Aboriginal Australians

Autor/inn/en	Tracey, Danielle; Craven, Rhonda G.; Yeung, Alexander Seeshing; Tregeagle, Susan; Burnstein, Jodi; Stanley, Helena
Titel	A Place to Learn: Cultivating Engaging Learning Environments for Young Rural Aboriginal Australians
Quelle	In: International Journal of Inclusive Education, 20 (2016) 6, S.641-658 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1102341
Schlagwörter	Indigenous Populations; Learner Engagement; Foreign Countries; Rural Youth; Educational Environment; Academic Achievement; Community Programs; Self Determination; Mainstreaming; Research; Cooperation; Focus Groups; Semi Structured Interviews; Tutoring; Tutors; Elementary School Students; Elementary School Teachers; Administrators; Caregivers; Parents; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Selbstbestimmung; Forschung; Co-operation; Kooperation; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Caregiver; Carer; Betreuungsperson; Pfleger; Eltern; Qualitative Forschung; Australien
Abstract	Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. This paper reports on research conducted in a community-based programme designed to support the engagement of young rural Aboriginal students. A total of 32 participants (including children, parents/carers, tutors, managers, and local teachers) were interviewed to explicate their perspectives on the key aspects of the learning environment that fostered student engagement. An analysis of the interview data identified core characteristics that could be employed to foster engagement and thus contribute to developing equity and self-determination for young rural Aboriginal Australians. Core characteristics that were valued included: a focus on learning and individualised pace; a flexible and relaxed atmosphere; individualised assistance; having an adult who showed interest in the child and their learning; providing a culturally secure learning environment; provision of food; supplying transportation; and staff being part of the same community. This paper contends that these characteristics are valued by the community and thus should inform the practices within the community-based programme as well as mainstream education to facilitate future engagement in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01