Marnee Shay

Alternative education engaging Indigenous young people: Flexi schooling in Queensland

Publisher: Cambridge University Press (CUP)

Date: 05-06-2015

DOI: 10.1017/JIE.2015.8

Abstract: This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic data focusing on Indigenous participation in this s le of flexi schools. The results revealed that a high number of Indigenous young people are participating in flexi schools within this s le. Furthermore, a high number of Indigenous staff members are working in multiple roles within these schools. The implications of these findings are twofold. First, the current Indigenous education policy environment is focused heavily on ‘Closing the Gap’, emphasising the urgent need for significant improvement of educational outcomes for Indigenous young people. The findings from this study propose that flexi schools are playing a significant role in supporting Indigenous young people to remain engaged in education, yet there remains a limited focus on this within the literature and education policy. Second, the high participation rates of Indigenous young people and staff suggest an urgent need to explore this context through research. Further research will assist in understanding the culture of the flexi school context. Research should also explore why a high number of Indigenous young people and staff members participate in this educational context and how this could influence the approach to engagement of Indigenous young people in conventional school settings.

Counter stories: The voices of Indigenous peoples undertaking educative roles inflexi schools

Publisher: Cambridge University Press (CUP)

Date: 15-07-2022

DOI: 10.55146/AJIE.2022.20

Abstract: This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstream schools. Informed by Indigenist and critical race theory, 19 Indigenous staff members contributed to knowledge around three themes: Us Mob Race and racism, and School Practice which incorporated discussions both of curriculum and of issues related to funding. Many Indigenous staff were working in flexi schools through choice and a sense of commitment to working with Indigenous youth. However other issues, such as experiences of racism, were still present despite the ‘social justice’ nature of flexi schools.

Countering epistemological exclusion through critical ethical research to support social justice: methodological comparisons between Australia and the United Kingdom

Publisher: IGI Global

Date: 2019

DOI: 10.4018/978-1-5225-5317-5.CH009

Abstract: The dominance of neoliberalism in the west such as Australia and the UK and its insistence on impact measurement can lead researchers into an unquestioning adoption of scientific methods of measurement and data collection. We argue that if methods are not appropriate for the participants or context they are likely to reproduce existing societal inequities and positions of marginalisation and powerlessness. The theoretical position for fit-for-purpose research and evaluation tools, and specifically for social science methods is put forward theoretically and substantiated with cases drawn from erse communities in Australia and the UK. Further, we will use autoethnography to share our experiences to argue that any research or evaluation endeavour should have as many benefits for the participants as for the researchers and wider stakeholders, a measure we argue should be the acid test for research ethics. The implications of these findings for researchers, evaluators, practitioners and policy makers are drawn out.

Indigenous Education, Critical Perspectives to Enhance Learning Practices

Publisher: Springer Singapore

Date: 2019

DOI: 10.1007/978-981-13-1179-6_195-1

Re-imagining Indigenous education through flexi-schooling

Publisher: Routledge

Date: 12-02-2016

DOI: 10.4324/9781315689913-16

Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education

Publisher: Informa UK Limited

Date: 09-07-2022

DOI: 10.1080/17508487.2020.1786709

Emerging ideas for innovation in Indigenous education: a research synthesis of Indigenous educative roles in mainstream and flexi schools

Publisher: Informa UK Limited

Date: 02-01-2017

DOI: 10.1080/10476210.2016.1210594

Indigenous education policy, practice and research: unravelling the tangled web

Publisher: Springer Science and Business Media LLC

Date: 21-10-2023

DOI: 10.1007/S13384-022-00581-W

Abstract: An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and ergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and ersity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.

More than cultural celebrations: Indigenous identities in school settings

Publisher: Cambridge University Press

Date: 04-06-2018

DOI: 10.1017/9781108378482.008

Locating the voices of Indigenous young people on identity in Australia: an Indigenist analysis

Publisher: Informa UK Limited

Date: 13-04-2021

DOI: 10.1080/15595692.2021.1907330

Correction to: Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school

Publisher: Springer Science and Business Media LLC

Date: 19-08-2022

DOI: 10.1007/S13384-021-00467-3

The ripple effect: epistemic and professional justice in Indigenous education

Publisher: Informa UK Limited

Date: 15-03-2022

DOI: 10.1080/1359866X.2022.2045566

Context and Implications Document for: From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health

Publisher: Wiley

Date: 22-03-2021

DOI: 10.1002/REV3.3263

From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health

Publisher: Wiley

Date: 22-03-2021

DOI: 10.1002/REV3.3264

Abstract: This paper explores schools’ new role in promoting children’s mental health, as a key focus for policy makers across the global north. An education policy analysis is conducted for England and Australia, two nations advocating a ‘bottom‐up’ approach to mental health promotion, granting flexibility to schools and municipal authorities. Here it is argued that a common policy lexicon is evident where key concepts—wellbeing, resilience, character—are constructed on taken‐for‐granted assumptions. These are argued to be limited by an emphasis upon the in idual constituents of mental health, which is contrasted against a broader conception of wellbeing, evident in recent non‐governmental international policy. Empirical data is then presented from two separate studies in England and Australia, where young peoples’ perspectives are used to arbitrate the efficacy of the policy construction of wellbeing, in canvassing a relational and social identity approach as a viable alternative. Both studies privilege the voices of young people on wellbeing and identity, with findings from England highlighting that the dominant schooling narrative of resilience perceived by students, misses the ontological and social dimensions of their wellbeing. Research with Indigenous young people in Australia is then evaluated for the affordances generated by identity building and affirming programmes in schools. Notwithstanding cultural differences, common aspects were evident across both datasets, revealing the centrality to young people of self‐authenticity, relatedness, and connectedness to nature, as key to their wellbeing. The paper concludes in advancing a set of principles to underpin a relational and social identity approach to schools’ wellbeing promotion strategy.

Exploring excellence in Indigenous education in Queensland secondary schools

Publisher: Australian Council for Educational Research

Date: 08-2021

DOI: 10.37517/978-1-74286-638-3_8

Abstract: In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity building up young people and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.

Grounded ontologies: indigenous methodologies in qualitative cross-cultural research

Publisher: Edward Elgar Publishing

Date: 13-12-2022

DOI: 10.4337/9781800376625.00011

Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

Publisher: Hipatia Press

Date: 22-10-2016

DOI: 10.17583/HSE.2016.2299

Abstract: It is only relatively recently that Aboriginal peoples in Australia are represented in the academe, creating knowledges that speak for, and not of us. Internationally renowned Maori scholar, Professor Linda Tuhiwai Smith, was groundbreaking in her use of critical discourses needed for indigenous peoples globally to reclaim our knowledges and experiences through research. The emergence of Aboriginal and Torres Strait Islander scholars in Australia presents hope and opportunities for our communities to utilise the possibilities that ethical, Indigenous-driven research can have in interrogating complex and ongoing issues created by colonialism.Research that theorises Aboriginal epistemic and ontological research paradigms in Australia are still developing. Moreover, discipline-specific theoretical frameworks and methodologies are still emerging. This paper outlines my experience as an Aboriginal researcher in utilising Indigenist theoretical principles and methodological approaches. Using autobiographical reflections from my doctoral research, I present a range of practical implications that arise when the 'researched' shifts to the researcher in Western-dominated spaces such as schools. I will critically analyse the question, are Aboriginal researchers able to conduct research that is motivated by our agendas, ideas and aspirations in a discipline that perpetuates imperialism, racism and exclusion?

Introduction to the special issue on alternative pathways in education for disenfranchised children and young people in the Australian context

Publisher: University of Victoria Libraries

Date: 18-05-2016

DOI: 10.18357/IJCYFS72201615716

Abstract: span style="font-family: Times New Roman " Introduction to the Special Issue on Alternative Pathways in Education for Disenfranchised Children and Young People in the Australian Context. /span strong /strong

What Next? Building on the Evidence of Teaching and Learning Mathematics for Aboriginal and Torres Strait Islander Students

Publisher: Springer International Publishing

Date: 2023

DOI: 10.1007/978-3-031-14306-9_11

Aboriginal identity in education settings: privileging our stories as a way of deconstructing the past and re-imagining the future

Publisher: Springer Science and Business Media LLC

Date: 14-02-2017

DOI: 10.1007/S13384-017-0232-0

“Strive with pride”: the voices of Indigenous young people on identity, wellbeing, and schooling in Australia

Publisher: Informa UK Limited

Date: 17-07-2023

DOI: 10.1080/09518398.2023.2233939

Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school

Publisher: Springer Science and Business Media LLC

Date: 17-07-2021

DOI: 10.1007/S13384-021-00459-3

Excellence in Indigenous education

Publisher: Routledge

Date: 29-04-2021

DOI: 10.4324/9781003025955-7

Socially just, authentic research with families in Jamaica, Australia and the UK

Publisher: Routledge

Date: 15-11-2021

DOI: 10.4324/9781003039433-13

'Deadly leadership' in the pursuit of indigenous education excellence

Publisher: Routledge

Date: 06-07-2021

DOI: 10.4324/9781003131496-10

Queensland University Of Technology

Location: Australia

View Organisation

Southern Cross University

Location: Australia

View Organisation

University Of The Sunshine Coast

Location: Australia

View Organisation

University Of Queensland

Location: Australia

View Organisation

Linkage Projects - Grant ID: LP180100331

Start Date: 05-2019

End Date: 12-2022

Amount: $220,937.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP200200755

Start Date: 06-2022

End Date: 06-2025

Amount: $472,593.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN210100062

Start Date: 09-2021

End Date: 09-2024

Amount: $750,000.00

Funder: Australian Research Council

ARC Centres Of Excellence - Grant ID: CE230100027

Start Date: 12-2023

End Date: 12-2030

Amount: $35,000,000.00

Funder: Australian Research Council