Gudaga goes to school study: methods used in understanding school transitions and early education experiences of an urban Aboriginal

^*The term ‘Aboriginal’ is used in recognition of the preference of the Aboriginal community in south-west Sydney. Use of this term is consistent with policies of NSW Health, NSW Department of Education and the NSW Aboriginal Education Consultative Group Inc.

cohort

Abstract

The Gudaga Goes to School Study described the transition to school and early education experiences of 117 urban Aboriginal children and their families. This paper outlines the methods and design of the study. A life course approach, employing multidimensional and multi-theoretical frameworks was used to capture the complexity of issues surrounding the transition and early school experiences with multi-methods used to collect data from children, parents and teachers. Quantitative data included questionnaires, checklists and educational assessments to track children’s academic progress, school attendance, and social/emotional/behavioural development. Qualitative data consisted of semi-structured interviews and focus groups to gain the perspective of stakeholders. Children also participated using photography and drawing mediums. The community controlled study was conceived, designed and conducted in close consultation with the local Aboriginal community.

Keywords:

• Aboriginal children and families
• transition to school
• life course theory
• early childhood education

Acknowledgements

The authors gratefully acknowledge the Tharawal people of south-west Sydney and extend thanks for their encouragement and enthusiastic support of this research. We especially thank the children and their families who participated on this project, for without their willingness to be involved this study would not be possible. We appreciate the support of our research partners: Tharawal Aboriginal Corporation, South West Sydney Local Health District, the University of New South Wales (UNSW) Australia, NSW Aboriginal Educational Consultative Group Incorporated (NSW AECG), NSW Department of Education and the Catholic Education office Wollongong; and acknowledge the involvement and commitment of the principals, teachers, school administration, Aboriginal education officers and support staff of participating schools. We also thank the National Health and Medical Research Council (NHMRC) (Project Grant 300,439) and the Aboriginal Health, Medical Research Council (AH&MRC) of NSW and MacArthur Automotive Campbelltown. This research was supported under the Australian Research Council's Discovery Projects funding scheme. The Centre for Health Equity Training Research & Evaluation (CHETRE) UNSW Australia is affiliated with the Ingham Institute, Liverpool. We would like to recognise the hard work of the research team: our Aboriginal project officers (Cheryl Jane Anderson and Natasha West), managers, project officers and interviewers (Dr Jenny Knight, Sheryl Sharkie, Dr Cathy Kaplun, Marreta Coleman, Bryhana Kaplun, Veronica Morrison, Robert Smith, Elizabeth Kemp, Dr Holly Mack, and Emma Elcombe), our administrative support (Mary Knopp and Fakhra Maan) and our lead investigator (Professor Lynn Kemp) and associate investigators (Professor Sue Dockett, Dr Rebekah Grace, Professor Bob Perry, Associate Professor Elizabeth Comino, Professor Lisa Jackson Pulver, Associate Professor Melissa Haswell-Elkins).

Notes

^* The term ‘Aboriginal’ is used in recognition of the preference of the Aboriginal community in south-west Sydney. Use of this term is consistent with policies of NSW Health, NSW Department of Education and the NSW Aboriginal Education Consultative Group Inc.