From the Bush to the City: Exploring the Purpose of Boarding School for Aboriginal Students in Remote Communities in the Northern Territory of Australia

Abstract

<p>With the recommendation of the <i>Wilson Review of Indigenous Education in the Northern Territory</i> (2014), secondary schooling in remote communities had been progressively ceased to encourage families to send their children to boarding school. Since the implementation of the remote boarding strategy, increasing literature has noted the high number of students who had failed to complete boarding and the detrimental impact of living away from home. According to the Wilson review, one of the arguments behind the push for boarding schools in urban areas was the quality of education. It argued that remote secondary schools have failed in areas such as attendance, consistent engagement, literacy and numeracy outcomes, and quality programs related to employment pathways.</p> <p>Given the lack of a formal policy in this area, stakeholders’ views and expectations of boarding for remote Aboriginal students were examined with reference to Internal Colonialism Theory and Human Capital Theory. Students’ experiences of boarding at three colleges situated in different locations with different boarding models were explored. Past boarders’ pathways and destinations were also investigated to ascertain the outcome of the remote boarding strategy. Semi-structured interviews, documentary analysis and field observation were used to collect data. Due to the sensitivity of researching in Indigenous space, a culturally appropriate form of semi-structured interview, known as the ‘yarn’, was used for Aboriginal participants.</p> <p>The findings of the study suggest that stakeholders’ views on the purpose of boarding school education were influenced by academic, economic opportunity and socio-political agendas. Internal Colonial Theory provided a lens that enabled the analysis of findings from the Aboriginal people’s perspective. Findings indicated that the socio-political agendas of boarding were driven by assimilatory objectives. The approach of the Western education system appeared to be a significant underpinning factor that contributed to the multiple challenges Indigenous students’ experience at boarding schools. Analysis of findings through the Human Capital Theory lens indicated that the purpose of boarding was driven by employment agendas. For a holistic and responsive Aboriginal education in Australia, this thesis suggests that Aboriginal people must have an active voice in policy development and implementation of Aboriginal education.</p>