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The Wellbeing of Aboriginal Children Who Attend a 'Two-Way'

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The Wellbeing of Aboriginal Children Who Attend a 'Two-Way' The Wellbeing of Aboriginal Children who Attend a ‘Two-way’ Independent Separatist School in Remote Australia: a post-colonial case study Elisha Barrett Bachelor of Social Science (Hons) A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy School of Social Sciences and Psychology Western Sydney University September 2017 Abstract Abstract This ethnography analyses the circumstances of Aboriginal children attending a remote Australian school, in this case a private, segregated, two-culture school managed by Aboriginal Elders. Typically, Aboriginal children in segregated schools fail national achievement standards. This thesis examines factors affecting the physical, social, emotional and cultural wellbeing of Aboriginal children at one school. The post-colonial research aims to contribute to debates on ‘closing the gap’ in indigenous disadvantage and advances options for policy makers concerning the future of educational prioritisation of Aboriginal wellbeing. The researcher spent some months at the School and was immersed with reflexive awareness of epistemological assumptions, positionality, and ethics. The research involved 38 participants who work with about 200 children. The data include observations recorded at the School, interviews with all staff at the School and published research about Aboriginal children. The findings presented relate to the children’s wellbeing, carefully interpreted from the data. The data show that poor wellbeing affects these children’s capacity to participate in schooling, distracting them and others. Often under-trained, School staff are morally obliged to cater for children’s immediate needs, providing assistance for problems that are usually under control before children first attend school. The School adjusts the syllabus and complements western content with Aboriginal content, employing Aboriginal Elders and Aboriginal men to develop respect for indigenous ethics. The children’s parents and carers are, however, rarely supportive of School activities. Preparedness for formal education enables teachers to focus on the curriculum, modelling skills, behaviour and practices for the children’s future. When children are not ready, and their carers are not supportive, and the school, staff time and energy are drained by emergencies, little time is left for essential long-term education. The thesis argues that the children need more preparation before starting academic schooling. Programs to prepare both the children and their families can help. Policies that support schools and staff in radical adaptations of programs to better suit the children could include: behavioural practices in western society; emotional self- regulation; self-imagery as independent, important people; adjustment of school ii Abstract starting and finishing times (to suit the Aboriginal life-style); reduced number of school days per week (to match other NT schools operating on a 3-day fly-in-fly-out model), and developing materials in local languages that help Aboriginal people learn about western health threats and how to manage illnesses. iii Statement of Authentication Statement of Authentication The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text. This thesis has not been submitted for a degree at this or any other institution. iv Acknowledgements Acknowledgements It is the children from the School who lie at the heart of this research and I dedicate the project to each of them. I appreciate the kindness and affection shown during each visit to their community. I must acknowledge the traditional owners of the many language group areas and to members of the Aboriginal School Council who gave permission for me to be on country for this work. I am grateful to the wider School community for the contributions to this study and to the research participants who endured my enquiries with patience and shared their insights with generosity. I acknowledge the trust bestowed in me as the custodian of their stories - I acknowledge their courage and actions, the heartbreak and devastation and the deep wounds in your personal and collective memories. I wish to acknowledge the ongoing enthusiasm and insightful feedback from Dr Liddy Nevile. Liddy’s support and dedication to this work has been exceptional and extended beyond the usual role of a supervisor. This project would not have been possible without her research mentorship. I would like to express gratitude to Professor Andre Renzaho and Dr Nichole Georgeou. As late-appointed supervisors, their commitment to the project has been unwavering. The exhaustive reviews assisted in the development of this work immensely. I thank them for their encouragement, assistance and support. I would also like to acknowledge the ongoing support of Western Sydney University - I am grateful for being awarded a postgraduate research scholarship and for the significant support provided by the Graduate Research School and the Higher Degree Research team. v Acknowledgements With immense gratitude I acknowledge my son Ethan; a powerful force beside me. I thank him for enduring my absences and for tolerating the stressors of living with a mother who has for many years been immersed in scholarly pursuits. My wish for him is that one day he will grow in understanding of his own ability to ‘power on’ - to never give up before the ‘miracle’ happens. Without the support of my parents Rex and Susan Barrett, none of this would have been possible. I thank them for their ‘live in’ assistance and for the care provided to Ethan. Their encouragement and belief in me as a person and for seeing the value of this work has held me in steadfast determination to complete the project. I wish to express heartfelt gratitude for my siblings, Michael and Ashley, and for their unconditional love, as shown through their consistent support of my projects and passions. I owe thanks to my fellow doctoral candidates and many friends for their patience, encouragement, and inspiration. Alex Baumann, Kelly Moylan, Corinne Harvey and Gordon Bijen - I am blessed to have been able to share this PhD journey with each of them. To Ellen Trent, Kate Percy, Elizabeth Lhuede, Sally Madgwick, Rachael Corlett, Melanie Fielder and Faye Wilson – I thank them for the meals, honest sharing, and for patiently witnessing this work unfold. vi Acronyms and Abbreviations Acronyms and Abbreviations ABS Australian Bureau of Statistics ACARA Australian Curriculum, Assessment and Reporting Authority ACC Australian Crime Commission ACER Australian Council for Educational Research ACIKE Australian Centre for Indigenous Knowledges and Education AEDI Australian Early Development Index AEO Aboriginal Education Officer AGPC Australian Government Productivity Commission AHMAC Australian Health Ministers' Advisory Council AIFS Australian Institute for Family Studies AIHW Australian Institute of Health and Welfare AISNT Association of Independent Schools Northern Territory AMA Australian Medical Association ARACY Australian Research Alliance on Children and Youth AT Assistant Teacher ATSIC Aboriginal and Torres Strait Islander Commission AuSIL Australian Society for Indigenous Languages CASEL Collaborative for Academic, Social and Emotional Learning CDEP Community Development Employment Programs CDU Charles Darwin University CEO Chief Executive Officer CET Community Engagement Team CFC Child and Family Centre CLC Central Land Council COAG Council of Australian Governments DEET-Cwth Department of Employment, Education and Training vii Acronyms and Abbreviations DEET-NT Northern Territory Department of Education, Employment and Training DEEWR Department of Education, Employment and Workplace Relations DEST Department of Education, Science and Training DET-NSW New South Wales Department of Education and Training. DETYA-Cwth Department of Education, Training and Youth Affairs DFaHCSIA Families, Housing, Community Services and Indigenous Affairs (Department of) DHA-Cwth Department of Health and Aging DI Direct Instruction DoE Department of Education DPMC-Cwth Department of Prime Minister and Cabinet EAL/D English as an Additional Language / Dialect EAO Enrolment and Attendance Officers ESL English as a Second Language FACSNT Department of Family and Children’s Services (FACS FaFT Families as First Teachers FASD Foetal Alcohol Spectrum Disorder FAST Families and Schools Together (FAST) FLO Family Liaison Officer FTE Full Time Equivalent HREOC Human Rights and Equal Opportunity Commission ICCPR Covenant on Civil and Political Rights ICSEA Index of Community Socio- Economic Advantage IESIP Indigenous Education Strategic Initiatives Program IFS Integrated Family Services ISA Inclusion Support Assistant LBOTE Language Background Other than English LIP Local Implementation Plan viii Acronyms and Abbreviations LLISC Learning Lessons Implementation Steering Committee MCEECDYA Ministerial Council for Education, Early Childhood Development and Youth Affairs MCEETYA Ministerial Council on Employment, Education, Training and Youth Affairs NAPLAN National Assessment Program – Literacy and Numeracy NATSIEAP National Aboriginal and Torres Strait Islander Education Action Plan NATSIHS National Aboriginal and Torres Strait Islander Health Survey NGO Non-Government Organisation NHRMC National Health and Medical Research Council NPA National Partnership Agreement NPAIECD National Partnership Agreement on Indigenous Early Childhood Development NPARSD National Partnership Agreement
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