Red Dirt Education Leaders 'Caught in the Middle': Priorities for Local and Nonlocal Leaders in Remote Schools

Autor/inn/en	Guenther, John; Osborne, Samuel
Titel	Red Dirt Education Leaders 'Caught in the Middle': Priorities for Local and Nonlocal Leaders in Remote Schools
Quelle	In: Australian Journal of Indigenous Education, 49 (2020) 1, S.57-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guenther, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2018.17
Schlagwörter	Rural Schools; Indigenous Populations; Accountability; Disadvantaged Schools; Program Descriptions; Student Needs; Instructional Leadership; Teacher Educators; Community Leaders; Administrator Attitudes; Teacher Attitudes; Educational Finance; Foreign Countries; Stakeholders; Educational Attitudes; Educational Needs; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sinti und Roma; Verantwortung; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community leadership; Gemeindeleitung; Lehrerverhalten; Bildungsfonds; Ausland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Australien
Abstract	Schooling for Aboriginal and Torres Strait Islander students in remote or 'Red Dirt' communities has been cast as 'problematic', and 'failing'. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as 'caught in the middle' (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01