'Proper Deadly' : Student memories of adult education under Indigenous control : Tranby, 1980-2000
The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24 former participants of Tranby courses from 1980 to 2000 gave in-dep...
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| Published in: | The Australian journal of indigenous education 2022, Vol.51 (2), p.1-18 |
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'Proper Deadly' : Student memories of adult education under Indigenous control : Tranby, 1980-2000 |
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Article |
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Goodall, Heather Norman, Heidi Russon, Belinda |
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Aboriginal colleges Aboriginal institutions Aboriginal students Adult education adult student experience Adult students co-operative College students confidence Continuing education Cooperatives Education Gender Gender issues Interviews Learning Learning environment Native education Native students Planning Practice Racial bias Racism schooling Student experience Students Teachers Teaching Technology Training Tranby Aboriginal College Vocational education and training Vocational guidance |
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The Australian journal of indigenous education, 2022, Vol.51 (2), p.1-18 |
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The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24
former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby's archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across
the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design
and teaching strategies. The former students' interviews focussed on Tranby's atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses
were useful, these contextual and informal experiences were more useful in their later careers. [Author abstract] |
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eng |
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Education Database; Social Science Premium Collection; Social Science Database; DOAJ Directory of Open Access Journals; Sociology Collection; Sociology Database; Sociological Abstracts; Education Collection |
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ISSN: 1326-0111 |
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1326-0111 2049-7784 2049-7784 |
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the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design
and teaching strategies. The former students' interviews focussed on Tranby's atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses
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former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby's archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across
the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design
and teaching strategies. The former students' interviews focussed on Tranby's atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses
were useful, these contextual and informal experiences were more useful in their later careers. [Author abstract]</description><subject>Aboriginal colleges</subject><subject>Aboriginal institutions</subject><subject>Aboriginal students</subject><subject>Adult education</subject><subject>adult student experience</subject><subject>Adult students</subject><subject>co-operative</subject><subject>College students</subject><subject>confidence</subject><subject>Continuing education</subject><subject>Cooperatives</subject><subject>Education</subject><subject>Gender</subject><subject>Gender issues</subject><subject>Interviews</subject><subject>Learning</subject><subject>Learning environment</subject><subject>Native education</subject><subject>Native students</subject><subject>Planning</subject><subject>Practice</subject><subject>Racial bias</subject><subject>Racism</subject><subject>schooling</subject><subject>Student experience</subject><subject>Students</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Technology</subject><subject>Training</subject><subject>Tranby Aboriginal College</subject><subject>Vocational education and training</subject><subject>Vocational guidance</subject><issn>1326-0111</issn><issn>2049-7784</issn><issn>2049-7784</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>BHHNA</sourceid><sourceid>CJNVE</sourceid><sourceid>HEHIP</sourceid><sourceid>M0P</sourceid><sourceid>M2R</sourceid><sourceid>M2S</sourceid><sourceid>DOA</sourceid><recordid>eNqFkc2LFDEUxBtRcFy9eg542Is9Jp1vD4Ks7jqwoOB4Dunk9ZqmpzMmaWH-ezPTot48Bd6r-qWSapqXBG85J0y8sWOA7U9OQrel4lGz6TDTrZSKPW42hHaixYSQp82znEeMiRaYbpr--kuKR0joA1g_na7RW_S1LB7mgg5wiClARnFA1i9TQeAXZ0uIM1pmXz272YcHmOOSkYtzSXGq9n2yc396jYhWuO0wxs-bJ4OdMrz4fV41324_7m8-tfef73Y37-9bxzEvLWEEHNM9YOkZcwQU9qSTnClsrfNK8foExupYcGBdb5V32lqpJKMDYUCvmt3K9dGO5pjCwaaTiTaYyyCmB2NTCW4Cw73SzMuBeU4Z7olSAkvFtVcwMCVdZb1aWccUfyyQixnjkuYa39RIWlFNJamq7apyKeacYPhzK8Hm0ok5d2IunRgqqmG_GtIhFOPiNIE7_2cebckmg03uuwnzEC_7c2IfwxlGKRF_Fx3nshNECimYlqpi3_2DtRCO5b-wVdVRwiimvwAonbDN</recordid><startdate>2022</startdate><enddate>2022</enddate><creator>Goodall, Heather</creator><creator>Norman, Heidi</creator><creator>Russon, Belinda</creator><general>University of Queensland, Aboriginal and Torres Strait Islander Studies Unit</general><general>Aboriginal and Torres Strait Islander Studies Unit</general><general>Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7U4</scope><scope>7XB</scope><scope>88B</scope><scope>88F</scope><scope>88J</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWI</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>M0P</scope><scope>M1Q</scope><scope>M2R</scope><scope>M2S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>WZK</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0002-8643-5624</orcidid></search><sort><creationdate>2022</creationdate><title>'Proper Deadly' : Student memories of adult education under Indigenous control : Tranby, 1980-2000</title><author>Goodall, Heather ; 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Refereed article. Includes bibliographical references.</notes><notes>Australian Journal of Indigenous Education (Online), Vol. 51, No. 2, 2022, 1-18</notes><notes>Informit, Melbourne (Vic)</notes><abstract>The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24
former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby's archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across
the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design
and teaching strategies. The former students' interviews focussed on Tranby's atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses
were useful, these contextual and informal experiences were more useful in their later careers. [Author abstract]</abstract><cop>St Lucia, QLD</cop><pub>University of Queensland, Aboriginal and Torres Strait Islander Studies Unit</pub><doi>10.55146/ajie.v51i2.36</doi><tpages>1-18</tpages><orcidid>https://orcid.org/0000-0002-8643-5624</orcidid><oa>free_for_read</oa></addata></record> |