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Seeding Success: Schools That Work for Aboriginal Students

Published online by Cambridge University Press:  18 October 2013

Geoff Munns ,
Virginia O'Rourke  and
Gawaian Bodkin-Andrews
Geoff Munns*
Affiliation:
School of Education, University of Western Sydney, Sydney, New South Wales, Australia
Virginia O'Rourke
Affiliation:
School of Education, University of Western Sydney, Sydney, New South Wales, Australia
Gawaian Bodkin-Andrews
Affiliation:
School of Education, University of Western Sydney, Sydney, New South Wales, Australia
*
address for correspondence: Geoff Munns, School of Education, University of Western SydneyNSW 2116, Australia. Email: g.munns@uws.edu.au
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Abstract

This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.

Keywords

Aboriginal school studentssuccess factorscurriculumpedagogy
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 42 , Issue 1 , August 2013 , pp. 1 - 11
Copyright
Copyright © The Authors 2013 

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