Abstract
This chapter refutes negative stereotypes and takes a more positive approach to examine the experiences of Indigenous children in school. Drawing on the data collected for Longitudinal Study of Indigenous Children (LSIC) Waves 4, 5 and 6, this chapter analyses how teachers make a difference to the experiences of Indigenous children and families. The chapter also explores the engagement of Study Children and their families with education and the school system over a number of levels. These results are also examined for differences by the level of geographical isolation where the Study Child and family resides.
Original language | English |
---|---|
Title of host publication | Indigenous Children Growing up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families |
Editors | Maggie Walter, Karen L. Martin, Gawaian Bodkin-Andrews |
Place of Publication | U.K. |
Publisher | Palgrave Macmillan |
Pages | 233-258 |
Number of pages | 26 |
ISBN (Electronic) | 9781137534354 |
ISBN (Print) | 9781137534347 |
DOIs | |
Publication status | Published - 2017 |
Keywords
- Indigenous children
- education
- public schools