School (non-)attendance and ‘mobile cultures’: theoretical and empirical insights from Indigenous Australia. PROUT QUICKE, S. & BIDDLE, N. Race Ethnicity and Education, 20(1):57–71, 2017.
School (non-)attendance and ‘mobile cultures’: theoretical and empirical insights from Indigenous Australia [link]Paper  doi  abstract   bibtex   
Aboriginal and Torres Strait Islander (Indigenous) Australians are significantly and substantially less likely to be attending school on a given day than their non-Indigenous counterparts. This has been shown to have long-term consequences for the development of the mainstream literacy and numeracy skills associated with formal schooling, as well as later school and employment outcomes. Reducing this gap is a key focus of government education policy within Australia. Hampering the design of effective policy, however, is the lack of a robust empirical and theoretical framework to explain school (non-)attendance that not only builds on existing research, but also reflects the specific circumstances and aspirations of Indigenous students and their families. This article applies mixed-methods quantitative and qualitative techniques to explore what Indigenous student (non-)attendance in Australia might tell us regarding the relationship between highly marginalised student groups and formal education systems. A robust understanding of these geographically and socio-culturally situated school (non-)attendance patterns and processes allows us to build on and contribute to human capital, critical, resistance, and other behavioural theories of formal education and draw parallels for other population sub-groups globally, especially those that display ongoing patterns of high geographic mobility. Our analysis suggests that absenteeism amongst marginalised and/or highly mobile populations, may be most usefully conceived of as a manifestation of structural incompatibilities between formal schooling systems and the life projects and circumstances of these school-aged children and their families.
@article{prout_quicke_school_2017,
	series = {Oceania / {Pacific}},
	title = {School (non-)attendance and ‘mobile cultures’: theoretical and empirical insights from {Indigenous} {Australia}},
	volume = {20},
	url = {https://doi.org/10.1080/13613324.2016.1150831},
	doi = {10.1080/13613324.2016.1150831},
	abstract = {Aboriginal and Torres Strait Islander (Indigenous) Australians are significantly and substantially less likely to be attending school on a given day than their non-Indigenous counterparts. This has been shown to have long-term consequences for the development of the mainstream literacy and numeracy skills associated with formal schooling, as well as later school and employment outcomes. Reducing this gap is a key focus of government education policy within Australia. Hampering the design of effective policy, however, is the lack of a robust empirical and theoretical framework to explain school (non-)attendance that not only builds on existing research, but also reflects the specific circumstances and aspirations of Indigenous students and their families. This article applies mixed-methods quantitative and qualitative techniques to explore what Indigenous student (non-)attendance in Australia might tell us regarding the relationship between highly marginalised student groups and formal education systems. A robust understanding of these geographically and socio-culturally situated school (non-)attendance patterns and processes allows us to build on and contribute to human capital, critical, resistance, and other behavioural theories of formal education and draw parallels for other population sub-groups globally, especially those that display ongoing patterns of high geographic mobility. Our analysis suggests that absenteeism amongst marginalised and/or highly mobile populations, may be most usefully conceived of as a manifestation of structural incompatibilities between formal schooling systems and the life projects and circumstances of these school-aged children and their families.},
	language = {en},
	number = {1},
	journal = {Race Ethnicity and Education},
	author = {PROUT QUICKE, Sarah and BIDDLE, Nicolas},
	year = {2017},
	keywords = {Region: Oceania / Pacific, Language: English, Country: Australia},
	pages = {57--71},
	file = {PROUT QUICKE et BIDDLE - 2017 - School (non-)attendance and ‘mobile cultures’ the.pdf:/Users/bastien/Zotero/storage/XMMVAJN2/PROUT QUICKE et BIDDLE - 2017 - School (non-)attendance and ‘mobile cultures’ the.pdf:application/pdf},
}
Downloads: 0
About
Documentation
Keywords
Search
Users
Terms and Conditions of Use
Privacy Policy
Sitemap
© BibBase.org 2021