Red Dirt Thinking on Educational Disadvantage

2013 ◽  
Vol 42 (2) ◽  
pp. 100-110 ◽  
Author(s):  
John Guenther ◽  
Melodie Bat ◽  
Sam Osborne
Keyword(s):  
Torres Strait Islander ◽  
Relative Advantage ◽  
Research Centre ◽  
Apparent Difference ◽  
Remote Education ◽  
Achievement Data ◽  
Educational Disadvantage ◽  
Torres Strait ◽  
Poor Outcomes ◽  
Red Dirt

When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Plan—Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial Overcoming Indigenous Disadvantage report. These data, briefly summarised in this article, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’. For all the programs, policies and initiatives designed to address disadvantage, the results seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent difference between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. The purpose of this article is to challenge the ideas of ‘disadvantage’ and ‘advantage’ as they are constructed in policy and consequently reported in data. It proposes alternative ways of thinking about remote educational disadvantage, based on a reading of relevant literature and the early observations of the Cooperative Research Centre for Remote Economic Participation's Remote Education Systems project. It is a formative work, designed to promote and frame a deeper discussion with remote education stakeholders. It asks how relative advantage might be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system's discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to ask if and what alternative measures of success could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes.

Red Dirt Thinking on Aspiration and Success

2013 ◽  
Vol 42 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Sam Osborne ◽  
John Guenther
Keyword(s):  
Torres Strait Islander ◽  
Local Community ◽  
Community Context ◽  
Research Centre ◽  
Cooperative Research ◽  
Education Systems ◽  
Remote Education ◽  
Systems Research ◽  
Torres Strait ◽  
Red Dirt

This article sets the scene for the series of five articles on ‘red dirt thinking’. It first introduces the idea behind red dirt thinking as opposed to ‘blue sky thinking’. Both accept that there are any number of creative and expansive solutions and possibilities to identified challenges — in this case, the challenge of improving education in very remote Aboriginal and Torres Strait Island schools. However, the authors believe that creative thinking needs to be grounded in the reality of the local community context in order to be relevant. This article draws on emerging data from the Remote Education Systems project (a project within the Cooperative Research Centre for Remote Economic Participation — CRC-REP) and highlights further questions and challenges we wish to address across the life of the project. It is part of a collection of papers presented on the theme ‘Red Dirt Thinking’. The red dirt of remote Australia is where thinking for the CRC-REP's Remote Education Systems research project emerged. This article will examine the various public positions that exist in regard to the aspirations of young remote Aboriginal and Torres Strait Islander Australians, and consider the wider views that are held in terms of what constitutes educational ‘success’. We explore the models of thinking and assumptions that underpin this public dialogue and contrast these ideas to the ideas that are being shared by remote Aboriginal educators and local community members through the work of the Remote Education Systems project. We will consider the implications and relevance of the aspiration and success debate for the remote Australian context and propose approaches and key questions for improved practice and innovation in relation to delivering a more ‘successful’ education for remote students. The authors begin by posing the simple question: How would, and can remote educators build aspiration and success? The wisdom of several commentators on remote education in Australia is presented in terms of a set of simple solutions to a straightforward problem. The assumptions behind these simple solutions are often unstated, and part of this article's role is to highlight the assumptions that common arguments for solutions are premised on. Further to the above question, we will also consider the question: In remote communities where Aboriginal and Torres Strait Islander students live and learn, how is success defined? Is there language that corresponds to the western philosophical meanings of success? Having considered some possible alternatives, based on the early findings of the Remote Education Systems project research, the authors then pose the question: How would educators teach for these alternative measures of success? The answers to these questions are still forthcoming. However, as the research process reveals further insights in relation to these questions, it may be possible for all those involved in remote education to approach the ‘problem’ of remote education using a different lens. The lens may be smeared with red dirt, but it will enable people involved in the system to develop creative solutions in a challenging and rich environment.

Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?

2015 ◽  
Vol 44 (2) ◽  
pp. 194-206 ◽  
Author(s):  
John Guenther ◽  
Samantha Disbray ◽  
Sam Osborne
Keyword(s):  
Educational Outcomes ◽  
Torres Strait Islander ◽  
Qualitative Data ◽  
Research Centre ◽  
Cooperative Research ◽  
Remote Communities ◽  
Remote Education ◽  
Community Expectations ◽  
Torres Strait ◽  
Indicators Of Success

The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.

Analysis of National Test Scores in Very Remote Australian Schools

2015 ◽  
pp. 125-143 ◽  
Author(s):  
John Guenther
Keyword(s):  
Test Scores ◽  
Torres Strait Islander ◽  
Research Centre ◽  
Cooperative Research ◽  
National Assessment ◽  
Remote Education ◽  
Assessment Program ◽  
Data Support ◽  
Torres Strait ◽  
National Test

Based on the current research of the Cooperative Research Centre for Remote Economic Participation, this chapter presents an analysis of the 2012 Australian National Assessment Program – Literacy and Numeracy data from very remote schools across Australia. The data support perceptions of apparent failure in remote education for Aboriginal and Torres Strait Islander students. The reasons for this failure are often attributed to disadvantage. In this chapter, the author proposes that the perceptions of failure are built on philosophical, sociological, economic, and psychological assumptions that may not be shared by those who are subjected to tests. It is therefore possible to critique remote education, not as a failure, but as a reflection of the values it embodies. That critique allows for different ways of understanding difference framed around the perspectives that come from the context of very remote schools.

Are We Making Education Count in Remote Australian Communities or Just Counting Education?

2013 ◽  
Vol 42 (2) ◽  
pp. 157-170 ◽  
Author(s):  
John Guenther
Keyword(s):  
Torres Strait Islander ◽  
Relative Difference ◽  
Research Centre ◽  
Cooperative Research ◽  
Remote Communities ◽  
National Assessment ◽  
Remote Education ◽  
Torres Strait ◽  
The Difference ◽  
The Right

For quite some time the achievements of students in remote Australian schools have been lamented. There is not necessarily anything new about the relative difference between the results of Aboriginal and Torres Strait Islander students in remote communities and their counterparts in urban, regional and rural schools across Australia. However, in the last decade a number of changes in the education system have led to the difference being highlighted — to such an extent that what had been an ‘othering’ of remote students (and their families) has turned into marginalisation that is described in terms of disadvantage, deficit and failure. One of the primary instruments used to reinforce this discourse has been the National Assessment Program — Literacy and Numeracy (NAPLAN) testing. This instrument has also been used as part of the justification for a policy response that sees governments attempting to close the educational gap, sometimes through punitive measures, and sometimes with incentives. At a strategic level, this is reflected in a focus on attendance, responding to the perceived disadvantage, and demanding higher standards of performance (of students, teachers and schools more generally). Accountability has resulted in lots of counting in education — counts of attendance, enrolments, dollars spent and test scores. These measures lead one to conclude that remote education is failing, that teachers need to improve their professional standards and that students need to perform better. But in the process, have we who are part of the system lost sight of the need to make education count? And if it is to count, what should it count for in remote Aboriginal and Torres Strait Islander communities? These are questions that the Cooperative Research Centre for Remote Economic Participation is attempting to find answers to as part of its Remote Education Systems project. This article questions the assumptions behind the policy responses using publicly available NAPLAN data from very remote schools. It argues that the assumptions about what works in schools generally do not work in very remote schools with high proportions of Aboriginal and Torres Strait Islander students. It therefore questions whether we in the system are counting the right things (for example attendance, enrolments and measures of disadvantage).

Red Dirt Thinking on Power, Pedagogy and Paradigms: Reframing the Dialogue in Remote Education

2013 ◽  
Vol 42 (2) ◽  
pp. 111-122 ◽  
Author(s):  
Sam Osborne ◽  
John Guenther
Keyword(s):  
Large Scale ◽  
Ways Of Knowing ◽  
Strong Sense ◽  
Research Centre ◽  
Cooperative Research ◽  
Remote Education ◽  
Academic Level ◽  
Starting Point ◽  
Indigenous Educators ◽  
Red Dirt

Recent debates in Australia, largely led by Aboriginal and Torres Strait Island academics over the past 5 or so years, have focused on the need for non-Indigenous educators to understand how their practices not only demonstrate lack of understanding of Indigenous ways of knowing, being and doing, but even deny their presence. This debate has serious implications for the non-Indigenous remote educator who wishes to support remote students to achieve ‘success’ through their education. The debates on the one hand advocate the decolonising of knowledge, pedagogy and research methods in order to promote more just or equal approaches to research and education, while other voices continue to advocate the pursuit of mainstream dominant Western ‘outcomes’ as the preferred goal for Indigenous students across Australia. This dilemma frames the context for this study. The Remote Education Systems Project, in the Cooperative Research Centre for Remote Economic Participation, seeks to explore these and other questions as part of the broader research agenda being undertaken. This project is particularly focused on large-scale questions such as: ‘What is a remote education for and what would ‘success’ look like in the remote education context?’ We are approaching these research questions from community standpoints and perspectives as a critical starting point for these types of debates and discussions. In doing so, our findings indicate that remote Aboriginal community members have a strong sense of western education and its power to equip young people with critical skills, knowledge and understandings for the future, but also a strong sense of retaining of their ‘own’ knowledge, skills and understanding. This presents a complex challenge for educators who are new to this knowledge interface. Here, we offer the concept of ‘Red Dirt Thinking’ as a new way to position ourselves and engage in situated dialogue about what remote schooling might be if it took into account power issues around Indigenous knowledges in the current policy context. This article questions whether remote communities, schools and systems have, in fact, taken account of the knowledge/power debates that have taken place at an academic level and considers how remote education might consider the implications of stepping outside the ‘Western–Indigenous binary’. It seeks to propose new paradigms that non-Indigenous educators may need to engage in order to de-limit the repositioning of power-laden knowledge and pedagogies offered in remote classrooms.

Establishing a Community-Controlled Multi-Institutional Centre for Clinical Research Excellence in Aboriginal and Torres Strait Islander Health

2007 ◽  
Vol 36 (S1) ◽  
pp. 121-128
Author(s):  
Leilani Pearce ◽  
Bronwyn Fredericks
Keyword(s):  
Clinical Research ◽  
Torres Strait Islander ◽  
Health Sector ◽  
Research Centre ◽  
James Cook ◽  
Health Council ◽  
Torres Strait ◽  
Research Excellence ◽  
National Heart Foundation ◽  
The University

AbstractThe Queensland Aboriginal and Islander Health Council (QAIHC) lead and govern the Centre for Clinical Research Excellence (CCRE), which has a focus on circulatory and associated conditions in urban Aboriginal and Torres Strait Islander communities. The CCRE is a partnership between QAIHC and Monash University, the Queensland University of Technology, the University of Queensland, James Cook University, the National Heart Foundation, and the University of Wollongong. The establishment of the CCRE under the community-controlled model of governance is unique and presents both opportunities and challenges for innovative partnerships between universities and Aboriginal and Torres Strait Islander community organisations. This paper outlines the processes and strategies used to establish a multi-institutional research centre that is governed by the Aboriginal and Torres Strait Islander community-controlled health sector.

Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools

2018 ◽  
Vol 49 (1) ◽  
pp. 57-69 ◽  
Author(s):  
John Guenther ◽  
Samuel Osborne
Keyword(s):  
Teacher Educators ◽  
Research Centre ◽  
University Graduates ◽  
Cooperative Research ◽  
Remote Communities ◽  
Policy And Practice ◽  
Remote Education ◽  
Research Education ◽  
Education Leaders ◽  
Red Dirt

Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as ‘caught in the middle’ (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings.

scholarly journals Editorial

2015 ◽  
Vol 44 (2) ◽  
pp. iv-iv ◽  
Author(s):  
John Guenther
Keyword(s):  
Conceptual Framework ◽  
Project Team ◽  
Conventional Wisdom ◽  
Research Centre ◽  
Central Theme ◽  
Cooperative Research ◽  
Education Systems ◽  
Remote Communities ◽  
Remote Education ◽  
Red Dirt

In 2013, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems (RES) project team brought together a collection of papers built around a central theme of ‘red dirt thinking’. This theme reflected a view the authors had, that education and schooling in remote communities should be relevant to the context (that is, the ‘red dirt’) in which it is provided. We proposed this as a conceptual framework in which to challenge conventional wisdom about success, disadvantage and aspiration in remote schools.

scholarly journals The experience of lung cancer in Aboriginal and Torres Strait Islander peoples and what it means for policy, service planning and delivery

2013 ◽  
Vol 37 (1) ◽  
pp. 70 ◽  
Author(s):  
Patricia M Davidson ◽  
Moyez Jiwa ◽  
Michelle L DiGiacomo ◽  
Sarah J McGrath ◽  
Phillip J Newton ◽  
...  
Keyword(s):  
Risk Factors ◽  
Lung Cancer ◽  
Cancer Care ◽  
Torres Strait Islander ◽  
Service Planning ◽  
System Level ◽  
Aboriginal Australians ◽  
Torres Strait ◽  
Poor Outcomes ◽  
Disproportionate Burden

Background. Aboriginal and Torres Strait Islander peoples experience inferior outcomes following diagnosis of lung cancer. Aim. To examine the experience of lung cancer in this population and identify reasons for poorer outcomes and lower levels of treatment compared with non-Aboriginal and Torres Strait Islander peoples, and opportunities for early intervention. Method. Literature was sought via electronic database searches and journal hand-searching for the period from January 1995 to July 2010. Databases used included Indigenous HealthInfoNet, SCOPUS, PsycInfo, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, HealthInsite and Google Scholar. Findings. Exposure to risk factors, cultural and spiritual values, remoteness and geographic characteristics, entrenched socioeconomic inequalities and racism contribute to reduced service access and poor outcomes. The review highlighted a complex interplay of individual, social, health system and environmental factors that impact on optimal lung cancer care and lung cancer outcomes. Considering the burden of lung cancer within a framework of social determinants of health is necessary for policy-making and service planning and delivery. Conclusions. It is imperative that the disproportionate burden of lung cancer in Aboriginal and Torres Strait Islander peoples is addressed immediately. Whilst strategic interventions in lung cancer prevention and care are needed, service providers and policy makers must acknowledge the entrenched inequality that exists and consider the broad range of factors at the patient, provider and system level. Primary care strategies and health promotion activities to reduce risk factors, such as smoking, must also be implemented, with Aboriginal and Torres Strait Islander peoples’ engagement and control at the core of any strategy. This review has indicated that multifaceted interventions, supported by enabling policies that target individuals, communities and health professionals, are necessary to improve lung cancer outcomes and disparities. What is known about the topic? Aboriginal Australians suffer a disproportionate burden of ill health including poor outcomes from lung cancer. What does this paper add? This paper reports the outcomes of an integrative literature review. The paper identifies potential barriers to optimal lung cancer care and management for Aboriginal Australians. This paper describes barriers within the context of individual beliefs and behaviours, healthcare systems issues and environmental issues. The authors conclude that acknowledging entrenched inequality and addressing factors at the patient, provider and system level are needed to reduce the lung cancer burden in Aboriginal Australians. What are the implications for practitioners? This paper highlights the need for a greater focus on lung cancer care, awareness and diagnosis within the Aboriginal Australian population. Addressing culturally appropriate smoking-cessation initiatives is of particular importance. Primary care practitioners are key to reducing the burden of lung cancer in Aboriginal Australians.

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