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Difficult Dialogue: Conversations with Aboriginal Parents and Caregivers

  • Debra Hayes (a1), Ken Johnston (a1), Kristal Morris (a2), Kerith Power (a3) and Dianne Roberts (a4)...
Abstract
Abstract

Indigenous conversation and voice are increasingly heard in the research literature but there needs to be more dialogue in order for it to be a two-way conversation. This paper contributes to research that attempts to redress this situation by reporting on conversations with Aboriginal parents and caregivers of students enrolled in a public secondary school in a large New South Wales country town. The conversations were conducted over a three-year period (2005-7) by a team non-Indigenous researchers working in collaboration with Indigenous researchers. In this paper, we describe the various approaches we developed to establish conversations with Aboriginal parents and caregivers, and the various themes that emerged over the course of the study. We also assess how this type of research is located within and contributes to, the existing research literature. Finally, we discuss the importance of ongoing conversations with Aboriginal parents and caregivers, and how schools and systems can better respond to well-established policy goals of productive parent-school relationships.

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A. Lareau , & E. McNamara Horvat (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 3753.

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The Australian Journal of Indigenous Education
  • ISSN: 1326-0111
  • EISSN: 2049-7784
  • URL: /core/journals/australian-journal-of-indigenous-education
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