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Than Three "Rs" in the Classroom" : a Case Study in Aboriginal Tertiary Business Education

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Than Three Edith Cowan University Research Online Theses: Doctorates and Masters Theses 2011 "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education Keith Truscott Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Business Commons, and the Higher Education Commons Recommended Citation Truscott, K. (2011). "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education. https://ro.ecu.edu.au/theses/925 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/925 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. ”More than three ‘Rs’ in the classroom”: A case study in Aboriginal tertiary business education A thesis submitted to fulfil the requirements of the degree of Doctor of Philosophy (Business Studies) Keith Truscott 0892723 School of Management Faculty of Business & Law Edith Cowan University Date of Submission: 9 December 2011 “More than three ‘Rs’ in the classroom” Use of Thesis The Use of Thesis statement is not included in this version of the thesis. The identities of persons described in any case studies have been removed and permission has been gained from the respondents to use the material in this way. ii “More than three ‘Rs’ in the classroom” Abstract This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and 2010. The concept of resilience and related factors of inclusion and exclusion from the participants’ past were assumed clues by the researcher. The investigation involved four inquiries. First, the researcher reviewed recent statistics of Aboriginal population, education and employment. A short history of Aboriginal education in Western Australian was also made. Both reviews indicated Aboriginal people endured relative exclusion and a lower status than the mainstream population in areas of education and employment. Second, the researcher assumed that a shared interdependency existed between distinct “ethnic groups” (F. Barth, 1969, p. 70) in terms of “levels of engagement at the cultural boundaries”. The cultural boundaries consisted of four layers, namely observable behaviour and material artefacts, institutions, values and worldviews (Barney, 1973a; P. D. Milnes & Grant, 1999c). At these “cultural boundaries” that the researcher explored, there were more than three “Rs” (i.e. reading, writing and arithmetic) concerns active in the classroom, namely the silent “R”, resilience. Third, the researcher built upon the theoretical work of Francis’ (1981) ‘teach to the difference’, Nakata’s (1997) idea of ‘cultural interface’ and Milnes’ (2008) concept of ‘meeting place’. The researcher then adapted a new research model called ‘engagement at the cultural boundaries’. Fourth, the researcher conducted a large case study on four samples. A short life-history interview was made of each sample: 1) a pilot study of a previous business graduate; 2) Aboriginal graduates (n=17); 3) Aboriginal non-graduates (n=13); 4) teaching and administrative staff (n=6). Then the pilot study and three groups of stakeholders were rated with a ‘resilience score’ in terms of their engagement at social and economic boundaries based on their personal, public, training and economic identities. The researcher concluded that overall ten factors of resilience had assisted the Aboriginal students complete or incomplete the tertiary business course. These ten factors were: a strong self-reference point, sense of community, structured living, strong support iii “More than three ‘Rs’ in the classroom” network, stakeholders identifying with struggles, significant role models, strong status- raising ambitions, and a single mindedness to complete the task at hand, skills in crisis management, and a previous history of successful engagement at the cultural boundaries. Besides the pilot study, the students who completed the tertiary business course had a high resilience score based on previously, strong inclusive engagements at the two key cultural boundaries, the social and economic boundaries. Those students who did not complete the tertiary business course still had a high resilience score, but showed less experiences and examples of inclusive engagement at the overall cultural boundaries prior to and for the duration of the tertiary business course. Teachers of Aboriginal students would do well to discern that Aboriginal students do have a high resilience score overall despite their publicly acknowledged low status and historic loss of economic power. Teachers and key stakeholders in Aboriginal tertiary education also would do well to recognise that some of the ten factors of resilience in Aboriginal tertiary students, especially those resilience factors linked to training and economic identity, require more focus and strengthening. The challenge for all stakeholders of tertiary education is to develop all factors of resilience so that Aboriginal students can experience more inclusion as the latter engage at the tertiary cultural boundary. iv “More than three ‘Rs’ in the classroom” Declaration I certify that this thesis does not, to the best of my knowledge and belief: (i) incorporate without acknowledgement any material previously submitted for a degree or diploma in any institution of high education; (ii) contain any material previously published or written by another person except where due reference is made in the text; or (iii) contain any defamatory material. I also grant permission for the Library at Edith Cowan University to make duplicate copies of my thesis as required. v “More than three ‘Rs’ in the classroom” Acknowledgements I acknowledge help given by my Chief Supervisor, Professor Craig Standing and the Associate Supervisors, Adjunct Senior Lecturer Leslie Newhouse-Maiden, Associate Professor Jan Gray, Adjunct Associate Professor Peter Milnes and proof reader Dr John Hall. I thank them for their encouragement, expertise and critical comments. Special thanks go to the Aboriginal pilot study person and all the Aboriginal Students who willingly gave of their time to be interviewed for the research project. This covered their tertiary business course experiences and general schooling life-history. Special thanks are in order also for the Teaching and Administration Staff of Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research who freely gave of their time to be interviewed as well. I would like to present the names of all the “special thanks” people here but for the sake of confidentiality, I refrain myself from that joy. Thanks are due to my local Aboriginal and non-Aboriginal church community and family who have shown love and understanding during these years of study. I especially thank my wife Stephanie for her support and encouragement to finish the project. This thesis is dedicated to the glory of God. vi “More than three ‘Rs’ in the classroom” Preface I was a second generation stolen child; both my mother and I were “stolen”. As a result of my ‘stolen’ experiences I had three surnames – unusual for any person. I come to this topic with an immediate bias and a candid story. I am an Aboriginal man who has experienced exclusion and inclusion, and through personal resilience I have succeeded to some extent in my chosen occupations. How I learned exclusion Exclusion for me was a generational thing that was related to my ethnicity, birthplace, identity, family status and early upbringing. I was born in Darwin in the Northern Territory in 1950, which some locals call the end of the frontier days. With the passing of that frontier, a new one was opening up for me. Born to a teenage, unmarried ‘half- caste’ mother in Darwin hospital, I was put into my first household community called Retta Dixon Home and became a ward of the Commonwealth Government. (This meant that my parents were thought to be incapable of economically looking after me properly and the Federal Government took over that responsibility until I was 18 years of age). In the nursery, I joined my one-year-old brother who had the same mother but different father. Retta Dixon Home was an inter-denominational church Mission that was managed mainly by single white females who looked after us Aboriginal and part- Aboriginal children whose parents were struggling to be economically self-sufficient. Retta Dixon Home was administered by a small, traditional ‘faith’ Mission whose motto at the front gate read “Our God is able”. A ‘faith’ Mission meant it relied on financial and material support from limited government funding and concerned Christian individuals and churches in mainstream society. It was ironic that we were taken from our financially struggling parents to be placed in a Mission that also struggled economically. My first family was large – 70-100 plus kids – so I had plenty of playmates. I am thankful for my Mission family who gave me a sense of security and protection within a wider community that my parents struggled to enter.
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