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Positive educational responses to Indigenous student mobility
ARTICLE

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International Journal of Educational Research Volume 54, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Engaging positively with the mobility of Indigenous students has been the centre of a 5-year action research project in Queensland, Australia. Drawing on responses developed for other marginalised mobile populations, and with consideration for the extent of mobility amongst many Indigenous people in Australia, this paper focuses on the professional development of teachers to understand the needs of highly mobile Indigenous students. The paper outlines the introduction of a key support role within the school, a Mobility Support Teacher (MST). The role and the programme are reviewed in the context of a recent renewed commitment to ‘needs based funding’ in schools in Australia. Taking a critical view of the funding arrangements for Australian schools, it is argued that mobile Indigenous students, as an underserved population, require significant ongoing support.

Citation

Hill, A., Lynch, A. & Dalley-Trim, L. (2012). Positive educational responses to Indigenous student mobility. International Journal of Educational Research, 54(1), 50-59. Elsevier Ltd. Retrieved August 18, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2011.12.012

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