| Record Number |
19528 |
| ISSN |
0311-6875 |
| Item Number |
40027588061 |
| Location |
371.829 GIL |
| Author |
Gillan, Kevin P. (author.). |
| Title |
The case for urgency : advocating for indigenous voice in education / Kevin Gillan, Suzanne Mellor, Jacynta Krakouer. |
| Published |
Camberwell, Victoria : Australian Council for Educational Research, 2017. |
| ©2017. |
| Collation |
viii, 88 pages : illustrations ; 30 cm. |
| Content types |
still image |
| text |
| Carrier type |
volume |
| Series |
Australian education review |
| ; 62. |
| General Note |
Includes bibliographical references. |
| Bibliography Note |
Includes bibliographical references (pages 78-88) |
| Contents Note |
Introducing the 'case for more change' -- Indigenous educational achievement -- Indigenous education policy trajectories -- Key chanllenges: Case studies with indigenous voice -- Key challenges: Casr studies with indigenous voice (Five key challenges). |
| Summary Note |
Since the publication of 'The case for change: a review of contemporary research on Indigenous education outcomes, AER 47 (Mellor & Corrigan, 2004), "the state of Indigenous education outcomes has remained substantially unaltered. All the social indicators demonstrate that Australia's First Nations people continue to be the most socio-economically disadvantaged population cohort in Australian society. This is after decades of continued policy efforts by successive Commonwealth, state and territory governments to ameliorate Indigenous education disadvantage. We still struggle with understanding how best to get Indigenous children to go to school, keep them in school, help them finish school and then go on to future education or employment. Despite the seemingly elementary nature of the problem, policy practitioners will be all too familiar with the complex nature of Indigenous education in Australia. Consequently, addressing Indigenous educational disadvantage attracts a multitude of solutions that manifest themselves as ever-changing policy approaches, often underpinned by ideology. The authors of this review paper argue that no one solution will remedy Indigenous social or educational disadvantage, but neither will policies premised on ideological views." - p. 1. |
| Language Note |
In English.. |
| Subject |
Indigenous education |
| Outcomes of education |
| Early childhood education |
| Aboriginal education |
| Aboriginal achievement |
| Aboriginal students |
| Torres Strait Islander education |
| Torres Strait Islander students |
| Disadvantaged |
| Socioeconomic influences |
| Constitutional law |
| Attendance |
| Large scale assessment |
| Government Aboriginal relationship |
| Boarding schools |
| Outreach programs |
| Higher education |
| Primary secondary education |
| Vocational education and training |
| Aboriginal Australians -- Social conditions |
| Added Name |
Mellor, Suzanne, (author). |
| Krakouer, Jacynta, (author). |
| Added Corporate Name |
Australian Council for Educational Research (ACER), (issuing body). |
| Internet Site |
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1027&context=aer |
