Suluma, Wili (0017) Exploring the purpose of education for Aboriginal students in remote communities in the Northern Territory. In: Presented at World Indigenous Peoples' Conference for Education. From: WIPCE 2025: World Indigenous Peoples' Conference for Education, 16-20 November 2025, Auckland, New Zealand.

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Abstract

The recommendation of the Wilson Review of Indigenous Education in the Northern Territory (2014) saw the progressive cessation of secondary schooling in remote communities to encourage families to send their children to boarding school. It was argued that remote secondary schools failed in areas such as attendance, consistent engagement, literacy and numeracy outcomes, and quality programs that led to employment pathways.

Given the lack of a formal policy in this area, stakeholders’ views and expectations of boarding for remote Aboriginal students were examined through the Internal Colonialism Theory (ICT) and Human Capital Theory (HCT) lenses. Past boarders’ pathways and destinations were also investigated to ascertain the outcome of the remote boarding strategy. Semi-structured interviews, documentary analysis and field observation were used to collect data. Due to the sensitivity of researching in Indigenous space, a culturally appropriate form of semi-structured interview, known as the ‘yarn’, was used for Aboriginal participants. The findings of the study suggest that stakeholders’ have mixed views on the purpose of education for remote Aboriginal students. Their views were influenced by economic opportunities, academic and socio-political agendas. ICT provided a lens that enabled the analysis of findings from the Aboriginal people’s perspective. Findings indicated that the socio-political agendas of boarding were driven by assimilatory objectives. The Western education system appeared to be a significant underpinning factor that contributed to the multiple challenges Aboriginal students experienced at boarding school. Analysis through the HCT lens indicated that the purpose of boarding was driven by employment agendas. The challenges facing Aboriginal students in education are complex and entrenched. Such views are valuable in, not only, making education meaningful and worthwhile for students and their parents but more importantly pave the way for meaningful improvements in educational equity and achievement for Aboriginal students in remote Australia.

Item ID:	90955
Item Type:	Conference Item (Presentation)
Copyright Information:	Copyright © Wili Suluma
Date Deposited:	11 Mar 2026 02:19
FoR Codes:	45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450210 Aboriginal and Torres Strait Islander student engagement and teaching @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160105 Secondary education @ 100%
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