Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory

Samuel Osborne; Lester-Irabinna Rigney; Tessa Benveniste; John Guenther; Samantha Disbray

doi:10.1017/jie.2018.1

Authors

Samuel Osborne University of South Australia
Lester-Irabinna Rigney University of South Australia
Tessa Benveniste Central Queensland University
John Guenther Batchelor Institute of Indigenous Tertiary Education
Samantha Disbray Australian National University

DOI:

https://doi.org/10.1017/jie.2018.1

Keywords:

Indigenous education, boarding, access, equity

Abstract

The 2014 Wilson review of Indigenous Education in the Northern Territory recommended boarding school models as the preferred secondary education option for very remote Aboriginal students. This study considers boarding uptake by Aboriginal students from the Central Land Council region of the Northern Territory. An examination of boarding programs available to Aboriginal students in this region found that scholarship access is largely determined by socioeducational advantage and the perceived social stability of the family and student. To increase access and participation in boarding, more flexible funding assistance programs are needed. An expanded role for brokering could also increase retention and completion rates. Ultimately, more investment is also required in remote community schools, and in the development of ‘both ways’ capital if the social and educational aspirations of young Aboriginal students and their families in this region are to be realised through a boarding school model.

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