Creating Educational Equity for Indigenous Students through Significant Organisational Change
Kormilda College is a day and Boarding school located in Darwin, the capital city of Australia's Northern Territory. A significant percentage of the students come from over forty Indigenous remote communities across Australia's Top End. In an effort to increase Indigenous educational engagement through student leadership opportunities, a review of the pastoral care model was undertaken from a social justice perspective. Through quantitative and qualitative research analysis, incorporating a model of Change Theory, significant organisational change was implemented at the commencement of the 2012 school year. This paper will explore student experiences through a case study approach.
||Change Management, Social Justice, Social Equity
The International Journal of Educational Organization and Leadership, Volume 19, Issue 4, pp.27-37.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 248.025KB).
Assistant Principal - Pastoral Care, Kormilda College, Darwin, Northern Territory, Australia
Dr. David Rhodes is a senior lecturer in the Faculty of Regional Professional Studies at Edith Cowan University, in Western Australia. He was previously Deputy Principal at Kormilda College, a day and boarding school in Darwin in Australia's Northern Territory, which educated both local mainstream students and Indigenous students from isolated remote communities across Northern Australia. David completed his doctorate through the Faculty of Education and Social Work at the University of Sydney, and has previously worked as a lecturer with the School of Education at the Charles Darwin University in Northern Australia.
Deputy Principal, Kormilda College, Northern Territory, Australia
Helen Spiers has worked at Kormilda College since July 2007, and brought with her more than twenty years’ experience as an educator in the Northern Territory. Helen Spiers has spent thirteen years managing VET programs across the Jabiru region. During this time, Helen completed a master’s degree in distance education, a graduate certificate in management development (education and training) and the certificate IV in assessment and workplace training. She remains active in professional associations for VET trainers and mathematics teachers.