Parental & Community Engagement and Connections with schooling and education in Qld

1. Parental & Community Engagement and Connections with schooling and education in Qld Dr Glenda Nalder Dr Chris Matthews Indigenous Research Network Griffth University

2. Background: Research Project • This project was not to evaluate PACE or any PACE program; • Attempt to capture Parents views of their relationship with schools and education; • “Fly-in and Fly-out” Research; • Engagement was not easy; • Two parts 1) Yarn-ups; 2) on-line survey

3. Yarns-ups • Went to the following Communities: • Very Remote: Cunnamulla, Hope Vale, NPA, Thursday Island (49); • Remote: Cooktown, Atherton, Yarrabah, Biloela, North Stradbroke Island (44); • Provincial: Cairns, Gladstone, Gold Coast (47); • Metropolitan: Taigum/Mitchelton, Ipswich, Mt Gravatt (26); • Total 166 participants

4. Yarn-up Process • Yarn-ups had three main themes: • PAST: Parent/carer own experience of education and connectedness; • PRESENT: How are the children faring; • FUTURE: Culture in the learning place; • Data was collected by using a scribe. No audio or video recording; • Confirmation: Fish Data; • Informed Consent Process; • Reciprocity; • Thematic Analysis;

5. Parent Voice • Boarding School:

6. Parent Voice • Boarding School: • Big Business but no benefit to the children; • Parents expectation is not being met; • Discrimination and Racism; • Bullying • Only communication is negative; • No one to contact at the school; • Students do not see a future; • Bigger issue with Year 7 transition to high school; • White Flight;

7. Parent Voice • Respect: • Parents do not feel respected; • Are our kids learning disrespect? • Symbols are important: Flags, murals etc; • Devoted space for Parents

8. Parent Voice • Communication/Cultural Barriers

9. Parent Voice • Communication/Cultural Barriers • New programs; • How are funds spent; • Reliance on solely IEW or Admin Officer for Communication; • School Language; • Educators not understanding our kids; • Minority at P&C no voice; • High turn over of staff

10. Parent Voice • Community Control/Participation • Valuing of Aboriginal and Torres Strait Islander people and culture; • Decision making processes; • Curriculum; • Elders within the school;

11. Parent Voice • Culture within the school • Two way approach is important; • What is EATSIPS? • Valuing of home language; • More Indigenous teachers, teacher aides, principals. • Creating a Community around the school

12. On-line Survey • 108 education institutes responded to the survey; • The majority are State Schools (83%); • The respondent was mainly principals (49%) and IEWs (24%);

13. On-line Survey • Evaluation of current relationship • The majority of schools had not signed an agreement with Community; • However, 65% of schools engaged an Elder at least four times a year;

14. On-Line Survey • Elders role within schools

15. On-Line Survey • Preferred Strategies for engagement and connection • The majority of schools using up to five strategies

16. On-line survey • Preferred Strategies to improve educational outcomes • Majority of schools have up to five strategies.

17. On-line Survey • Roles of IEWs • Professional development opportunities are: • No assistance (16%) • Certificate of appreciation (14%) • Cert II and Cert III (23%)

18. On-line survey • Strategies to encourage respect for culture • Majoirty of schools implement up to three of these strategies

19. On-line survey • Cultural Symbols and frequency of display.

20. Summary • Terra Nullius (History of relationships) • Devaluing • Fear • One way approach • Culture is important • Change to valuing and respect • Good will is evident • Effectiveness?