Taken for a Ride? The Disconnect between High School Completion, Employment and Income for Remote Australian First Nations Peoples

Autor/in	Guenther, John
Titel	Taken for a Ride? The Disconnect between High School Completion, Employment and Income for Remote Australian First Nations Peoples
Quelle	In: Race, Ethnicity and Education, 24 (2021) 1, S.132-147 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guenther, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1753674
Schlagwörter	Foreign Countries; Indigenous Populations; High School Graduates; Graduation; Employment Level; Income; Correlation; Rural Areas; Educational Attainment; Racial Bias; Incidence; Racial Discrimination; Equal Education; Language Proficiency; Language Usage; Native Language; English; English (Second Language); Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschluss; Graduierung; Beschäftigungsgrad; Einkommen; Korrelation; Rural area; Ländlicher Raum; Bildungsabschluss; Bildungsgut; Racial discrimination; Rassismus; Vorkommen; Racial bias; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Australien
Abstract	'Education is the key' is often used as a metaphor in remote Australian First Nations communities to indicate the importance of learning to achieve some measure of socio-economic advantage--education is seen as a vehicle for advancement. First Nations people have enthusiastically bought into education and training vehicle. High school completion data suggest that 'gaps' are closing. But the vehicle appears to be breaking down as it heads along the road towards jobs and economic participation. This article presents an analysis of Census data to show trends in high school completion, employment and income. The data suggest growth in educational achievement. But a 'break down' of the data into non-Indigenous, First Nations Indigenous language speakers and First Nations English speakers shows little change in the economic fortunes of language speakers. In these latter findings a 'new narrative', built on QuantCrit propositions, takes shape and explains why the vehicle breaks down. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01