Factors affecting the development of school and Indigenous community engagement

a systematic review

Kevin Lowe, Neil Harrison, Christine Tennent, John Guenther, Greg Vass, Nikki Moodie

    Research output: Contribution to journalArticle

    7 Citations (Scopus)

    Abstract

    School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic conflict that has historically existed between teachers and schools, and Aboriginal students, families and their local communities. This relationship is both symptomatic and causal of the broader and highly complex field of issues and policies found to underpin the fraught histories existing between many Aboriginal communities and schools. This systematic review of the research literature reports on findings and insights into the everyday environments of these interactions and the possibilities of Aboriginal communities being able to affect the establishment of genuine and productive interactions with schools. The review looks to focus on those factors seen to either enable or act as barriers to this process, and comment on their impact on Aboriginal communities, their students and schools’ capacity for purposeful engagement.
    Original languageEnglish
    Pages (from-to)253–271
    Number of pages19
    JournalAustralian Educational Researcher
    Volume46
    Issue number2
    Early online date21 Mar 2019
    DOIs
    Publication statusPublished - Apr 2019

    Keywords

    • Australian Indigenous education
    • Indigenous community and school engagement
    • school partnerships
    • community participation
    • school and community collaboration
    • Indigenous parents
    • Aboriginal education

    Fingerprint Dive into the research topics of 'Factors affecting the development of school and Indigenous community engagement: a systematic review'. Together they form a unique fingerprint.

    Cite this