Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls
This PhD research journey describes my personal and professional involvement with the Yolngu, Nyoongar and Wongi peoples, where I consistently observed Aboriginal parents and Aboriginal teachers express dissatisfaction with the way mainstream Anglo-Celtic education was delivered in their schools and...
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| Format: | Thesis |
| Language: | English |
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Curtin University
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/635 |
| _version_ | 1848743435768430592 |
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| author | McCarthy, Helen Christine Dominica |
| author_facet | McCarthy, Helen Christine Dominica |
| author_sort | McCarthy, Helen Christine Dominica |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This PhD research journey describes my personal and professional involvement with the Yolngu, Nyoongar and Wongi peoples, where I consistently observed Aboriginal parents and Aboriginal teachers express dissatisfaction with the way mainstream Anglo-Celtic education was delivered in their schools and communities. This disparity never sat well with me and I had always wanted to write about the unacceptable inequity.As a consequence this doctoral research deploys a critical auto/ethnographic research design within an interpretive paradigm where “the writing process and the writing product are deeply intertwined”. The research became the site of exploration about the struggle for culturally-sensitive educational pathways for Aboriginal adolescent girls.The investigation took place at a metropolitan Aboriginal secondary school, where staff developed an emergent curriculum framework known as the Yorgas Program to re-engage Aboriginal learners in their schooling, through a sporting program known as the “Girls‟ Academy”. As a consequence of the Yorgas Program there were observable improvements in the girls behaviour leading to regular attendance, improved personal hygiene, greater commitment to study, self-regulation and willingness to defer risk-taking social behaviours resulting in a significantly larger number of Year 12 graduates completing their studies with the majority of students going on to traineeships or further studies. |
| first_indexed | 2025-11-14T05:45:32Z |
| format | Thesis |
| id | curtin-20.500.11937-635 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:45:32Z |
| publishDate | 2010 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-6352017-02-20T06:41:05Z Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls McCarthy, Helen Christine Dominica Yolngu Yorgas Program “Girls‟ Academy” Nyoongar and Wongi peoples culturally-sensitive educational pathways Aboriginal girls auto/ethnographic study This PhD research journey describes my personal and professional involvement with the Yolngu, Nyoongar and Wongi peoples, where I consistently observed Aboriginal parents and Aboriginal teachers express dissatisfaction with the way mainstream Anglo-Celtic education was delivered in their schools and communities. This disparity never sat well with me and I had always wanted to write about the unacceptable inequity.As a consequence this doctoral research deploys a critical auto/ethnographic research design within an interpretive paradigm where “the writing process and the writing product are deeply intertwined”. The research became the site of exploration about the struggle for culturally-sensitive educational pathways for Aboriginal adolescent girls.The investigation took place at a metropolitan Aboriginal secondary school, where staff developed an emergent curriculum framework known as the Yorgas Program to re-engage Aboriginal learners in their schooling, through a sporting program known as the “Girls‟ Academy”. As a consequence of the Yorgas Program there were observable improvements in the girls behaviour leading to regular attendance, improved personal hygiene, greater commitment to study, self-regulation and willingness to defer risk-taking social behaviours resulting in a significantly larger number of Year 12 graduates completing their studies with the majority of students going on to traineeships or further studies. 2010 Thesis http://hdl.handle.net/20.500.11937/635 en Curtin University fulltext |
| spellingShingle | Yolngu Yorgas Program “Girls‟ Academy” Nyoongar and Wongi peoples culturally-sensitive educational pathways Aboriginal girls auto/ethnographic study McCarthy, Helen Christine Dominica Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title | Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title_full | Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title_fullStr | Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title_full_unstemmed | Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title_short | Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls |
| title_sort | backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for aboriginal girls |
| topic | Yolngu Yorgas Program “Girls‟ Academy” Nyoongar and Wongi peoples culturally-sensitive educational pathways Aboriginal girls auto/ethnographic study |
| url | http://hdl.handle.net/20.500.11937/635 |