Friday 27th November, 3.00pm - 4.00pm
H1-44 Magill Campus
Remote education policy currently focusses on Closing the Gap between Aboriginal and Torres Strait Islander students and other students on measure of attendance and NAPLAN (National Assessment Program Literacy and Numeracy) scores among other data collected such as student retention and school completion rates. Remote and very remote student results are well behind on these national measures, but it is claims of remote communities for the recognition of local languages, epistemologies and identities within universal policy approaches that are heard loudest.
The Remote Education Systems project within the CRC-REP (Cooperative Research Centre for Remote Economic Participation) has collected data over the past four years exploring the demands that remote communities and families place on education. This lecture draws on the project’s findings, as well as findings from Sam Osborne’s soon to be completed Doctoral Thesis. In many remote communities, the voices and aspirations of Aboriginal and Torres Strait Islanders are not easily heard in the context of unequal power. This lecture argues the need for power-sensitive conversation in research and education to enable local voices and aspirations to inform contextually responsive education practice. Further, it will discuss ways that local people can and do access or assert their own power in remote education?
Sam Osborne is a Senior Research Fellow at UniSA working on the Remote Education Systems Project, within the CRC-REP (Cooperative Research Centre for Remote Participation). He is also near completion of his PhD which focuses on remote education in the tristate area of central Australia.
Sam has worked in Aboriginal Education since 1995 including 7 years at Ernabella Anangu School where he was Deputy Principal (2004-5) and Principal (2006-8). He has worked on the Principals Australia Institute program Dare to Lead among other research and consultancies, including Pitjantjatjara language interpreting.