دورية أكاديمية
Practices and Programmes That Enhance Successful Transition and Participation in High School for Indigenous Young People: A Systematic Review
| العنوان: | Practices and Programmes That Enhance Successful Transition and Participation in High School for Indigenous Young People: A Systematic Review |
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| اللغة: | English |
| المؤلفون: | Samantha Lukey (ORCID |
| المصدر: | Pedagogy, Culture and Society. 2024 32(2):393-413. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High Schools, Indigenous Personnel, Transitional Programs, Student Participation, Educational Practices, High School Students, Cultural Awareness, Cultural Background, Self Concept, Interpersonal Relationship, School Community Relationship, Family School Relationship, Success |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/14681366.2022.2041074 |
| تدمد: | 1468-1366 1747-5104 |
| مستخلص: | This systematic review reports evidence on practices and programmes that enhance successful primary-secondary school transition and participation for Indigenous students in Australia. A thematic analysis found three sets of practices: the school context; bridging practices; and Aboriginal and Torres Strait Islander students cultural recognition. Two narratives thread through the practices: centrality of relationships; and the entangled nature of Indigenous culture, Aboriginal and Torres Strait Islander student's identity and successful transition and participation in high school. Attending to relationships with students, their families, communities and local Elders supports cultural identity, belonging and improves participation in high school. Future research, program development and implementation should acknowledge students' unique needs and collaborate with students, their families and community. School staff ought to acknowledge the colonised context of education in Australia and increase the use of decolonising practices to support Aboriginal and Torres Strait Islander students to transition to and participate in high school. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1409982 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1468-1366 1747-5104 |
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| DOI: | 10.1080/14681366.2022.2041074 |