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Research Manuscript:
Keddie, A. (2014) Indigenous representation and alternative schooling:
prioritising an epistemology of relationality, International Journal of
Inclusive Education, 18:1, 55-71, DOI: 10.1080/13603116.2012.756949
Chosen Article:
Bodkin-Andrews, G., O'Rourke, V., & Craven, R. G. (2010). The utility of
general self-esteem and domain-specific self-concepts: Their influence
on indigenous and non-indigenous students' educational
outcomes. Australian Journal of Education, 54(3), 277-306. Retrieved
from
http://search.proquest.com.ezproxy.uws.edu.au/docview/819182753?a
ccountid=36155
The Keddie (2014) study concludes that alternative Indigenous schools can
establish a place of connection, input and association that are essential in
starting to resolve the severity of Indigenous disadvantage, which is outlined
by the epistemology of relationality. The research of Bodkin-Andrews,
O'Rourke, & Craven (2010) study improves the indication to the likely strong
value of directing domain-specific self-concepts to encourage
both Indigenous and non-Indigenous students' educational outcomes. Also
the improvement of self-concept for Indigenous students might offer a
possible idea for interference and improving self-esteem (Bodkin-Andrews,
O'Rourke, & Craven, 2010). This has remained recognised as a fundamental
to increasing educational outcomes for Indigenous students (Bodkin-Andrews,
O'Rourke, & Craven, 2010). Both articles demonstrate the effectiveness of
given strategies to enhance educational outcomes and address the
educational needs of indigenous students. A literature review of these articles
includes a brief summary of the findings and extends to a conclusion
about how precise and thorough that knowledge is, which both articles obtain
(Knopf, 2006). Information that is right, wrong, inconclusive, and limitations in
the literature are used to create a literature review that is collected and
present in these two articles (Knopf, 2006). Conversely, the Keddie (2014)
study focuses solely on addressing the educational needs of indigenous
students. Whereas the Bodkin-Andrews, O'Rourke, & Craven (2010) study
focuses on educational equity between Indigenous and non-Indigenous
students, nonetheless the study still addresses the educational needs for
indigenous students.
The process of data collection is explained in the Keddie (2014) article, where
data was collected mainly from interviews of several of the school’s Elders
and from the non-Indigenous principal. This data was explored in
consideration of the conceptual and theoretical literature and related to the
differentiation of Indigeneity. Data screening, statistical software, and
statistical analysis was used and emphasised in the Bodkin-Andrews,
O'Rourke, & Craven (2010) article with an outline of collection of data.
However Keddie (2014) used interviews with a qualitative method of analysis
as Bodkin-Andrews, O'Rourke, & Craven (2010) used a survey containing
self-report items that encompassed a quantitative method. The Keddie (2014)
article included certain questions with perspective phrases used in the
interviews with consideration to the collection of data. Bodkin-Andrews,
O'Rourke, & Craven (2010) did not address the survey practiced in the
quantitative collection of such data. Data collection from both articles provides
an explicit explanation of the process and the types of data. Quantitative and
qualitative data is evaluated in the articles from the methods used for
collection of data. However a more detailed explanation is missing on the
methods and results of data collection in the Keddie (2014) article.
Research findings are explored between the two studies with similarities and
differences of these findings. Keddies’ (2014) concentration was on the
approach of using alternative schooling through qualitative interviews to meet
the needs of disadvantaged indigenous students. Informed and thorough
qualitative data from interviews specify researchers with consideration of
participant’s perspectives (Castillo-Montoya, 2016). The influence of
psychological constructs on educational outcomes for Indigenous students is
investigated in the Bodkin-Andrews, O'Rourke, & Craven (2010) study by a
survey. Quantitative research uses numbers and statistics to describe findings
collected from participants through methods such as surveys, and the
statistics are used to analyse data (Bowman, 2014). In relation to the findings,
both studies performed research and practice on approaches for improving
the education of disadvantaged Indigenous students. The use of mixed
methods, qualitative method (Keddie, 2014) and quantitative method (Bodkin-
Andrews, O'Rourke, & Craven, 2010), investigates results of best practice and
the discrepancies between methods. It is of curiosity to what the results
obtained will deliver and the effective approaches that will develop from the
findings. The usefulness of an alternative indigenous school may become
beneficial through selective interviews as also surveying students with the
influence of psychological constructs may have on Indigenous education.
Generally, the two studies findings were associated to their purpose for the
study and linked to the approaches used. This achieves the studies
establishment knowledge and awareness for improving the educational needs
of Indigenous students.
References
Brasche, I., & Harrington, I. (2012). Promoting teacher quality and continuity:
Tackling the disadvantages of remote indigenous schools in the
northern territory. Australian Journal of Education, 56(2), 110-125.
Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1040168816?
accountid=36155
Gall, M.D., Gall, J.P., & Borg,W.R. (2015). Applying educational research:
How to read, do, and use research to solve problems of practice. (7th
ed.). Hoboken, N.J.: Pearson Education, Inc.