Edith Cowan University Research Online ECU Publications Pre. 2011 2007 Perceptions and needs of rural young people in the south-west of Western Australia : Implications for pedagogy Rhonda Oliver Lynelle Watts Joan Strikwerda-Brown David Hodgson Marilyn Palmer Follow this and additional works at: https://ro.ecu.edu.au/ecuworks Part of the Education Commons Oliver, R., Watts, L., Strikwerda-Brown, J., Hodgson, D., & Palmer, M. (2007). Perceptions and needs of rural young people in the South-West of Western Australia: Implications for pedagogy. Edith Cowan University. This Report is posted at Research Online. https://ro.ecu.edu.au/ecuworks/7127 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. 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PERCEPTIONS AND NEEDS OF RURAL YOUNG PEOPLE IN THE SOUTH-WEST OF WESTERN AUSTRALIA: IMPLICATIONS FOR PEDAGOGY Rhonda Oliver Lynelle Watts Joan Strikwerda-Brown David Hodgson Marilyn Palmer A project sponsored by the Association of Independent Schools (WA) and Edith .cowan l.Jniversity, Faculty of Regional Professional Studies Sunbury, Western Australia 2007 Published by Centre for Sustainable Regional Futures Edith Cowan University Robertson Drive Sunbury, Western Australia © 2007 Rhonda Oliver Lynelle Watts Joan Strikwerda-Brown David Hodgson Marilyn Palmer This report may be reproduced in whole or in part for study or training purposes, subject to inclusion of acknowledgement of the source and provided that it is not used for commercial use or sale. Reproduction for purposes other than those above requires the written permission of the copyright holders. Enquiries should be sent to the Centre for Sustainable Regional Futures at the address above. ISBN 0-7298-0651-0 Front cover photography provided by ECU and used with the kind permission. ii This report describes a study undertaken with young people who have been educated in the south western region (the 'South West') of Western Australia. In this study we have explored their perceptions and needs, collecting data by way of focus group interviews. In our discussion, individuals and the schools from where the data were collected are not identified. The main findings are described thematically, including issues relating to the participants' feelings about living in the South West, in Perth, higher education, the role of schools and transition to high school, their particular school, their teachers and different subjects, and finally about their aspirations. As the discussion proceeds, information is provided in separate text boxes that relate these findings to the curriculum documents currently being used in Western Australian schools. Whilst a comprehensive audit of this documentation was undertaken, the list presented here is by no means exhaustive and as such, teachers and schools wishing to address the needs of their own students need to examine these within the context of their own community. From this research, it is clear that although there are areas of need, there is much about their life, lifestyle and education that this age group, living in the .south western region of WA, enjoy and appreciate. Of the areas of need identified, the evidence suggests that some of these could be better addressed by utilising the information available from the current curriculum. At the same time, however, it is clear that it is not possible to meet all identified needs simply by relying on the curriculum. Indeed some issues such as the impact of drugs and alcohol and providing opportunities to meet the aspirations of young people are beyond the scope of a single school, curriculum or teacher, and therefore strong partnerships between policy makers, the community, school and parents are essential. iii Acknowledgements The research team would like to thank all the participating schools (listed below), the staff who were so supportive in arranging the focus group interviews and the collection of parental permission forms, and the students who were so very honest and enthusiastic when contributing to the focus group discussions. Participating schools included: o Busselton Senior High School o Collie Senior High School 0 Cornerstone Christian College 0 Eaton Community College o Georgiana Molloy Anglican School 0 Hope Christian College o Margaret River Senior High School o Manjimup Senior High School o ECU University Preparation Course Some other young people, independent of schools, also participated in focus groups and we would like to express our gratitude to these individuals. The team would like to acknowledge and thank AISWA for their financial and in-kind support, and also the Department of Education and Training for allowing this research to be undertaken in their schools. We would like to express our grateful appreciation to Dawn Barcinski and Rae Savage for their outstanding research assistance, and finally, Dr Jo McFarlane for her proof reading expertise. iv Table of Contents put Roman numerals into lower case ACKNOWLEDGEMENTS ..................................................................................................................................... IV TABLE OF CONTENTS ........................................................................................................................................... V INTRODUCTION ....................................................................................................................................................... 1 LITERATURE REVIEW ........................................................................................................................................... 3 RESEARCHING ADOLESCENCE AND ADOLESCENTS .................................................................................................... 3 HISTORY OF ADOLESCENCE ................................................................................................................................. ; ..... 4 SECONDARY SCHOOLING IN AUSTRALIA ................................................................................................................... 5 RURAL DISADVANTAGE, EDUCATION, AND YOUNG PEOPLE ....................................................................................... 7 YOUNG PEOPLE IN THE SOUTH WEST OF WESTERN AUSTRALIA .............................................................................. 11 Demographics .................................................................................................................................................... ]] Parallel developments: Youth services and educational institutions ................................................................. 12 SUMMARY OF LITERATURE ................................................................................................ : ..................................... 14 METHODOLOGY OF TIDS STUDY .................................................................................................................... 16 FINDINGS ................................................................................................................................................................. 18 LIVING IN THE SOUTH WEST ................................................................................................................................... 18 Lifestyle ............................................................................................................................................................. 18 Environment ....................................................................................................................................................... 19 The community .................................................................................................................................................... 20 THE DOWN SIDE OF RURAL LIFE ............................................................................................................................... 22 Social isolation .................................................................................................................................................. 22 Small towns ........................................................................................................................................................ 22 Distance and access to facilities .......................................................................... ,............................................. 2 3 Drug and alcohol use ................................................................................