Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia

David J. Mander

doi:10.1017/jie.2015.21

Authors

David J. Mander The University of Western Australia

DOI:

https://doi.org/10.1017/jie.2015.21

Keywords:

Aboriginal parents, boarding school, transition, Western Australia

Abstract

This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes emerged from the data: (1) Access, Standards and Quality, and the subthemes of Declining Local Schools, Opportunity, and Worldliness; (2) Parental Agency and the subthemes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings and; (3) Cultural Heritage and the subtheme of Maintenance and Transmission. The findings are described and then discussed in terms of practice implications relevant to boarding schools in WA. Limitations of the current study are acknowledged and directions for future research are proposed.

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