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Each year, although there is a local secondary college in the region, indigenous girls in Years 7 – 12 opt to leave their Torres Strait Island Communities and attend boarding schools across the state of Queensland in Australia. During this transition process, students are confronted with many academic, social and cultural challenges and need to adjust accordingly. This paper focuses primarily on the stories and first hand experiences of Lisi, who graduated from one particular boarding college in regional Queensland ten years ago; it further details the experiences of other Torres Strait Islands girls who are currently attending the same school. The information presented in this paper is contextualized to this college, and highlights factors that accommodate a smooth academic, social and cultural transition process; at the same time, it identifies actions taken by the boarding college to support this process. The paper uses qualitative methodology in combination with ethnographic narrative inquiry, focusing on the importance of storytelling as a less intrusive and more organic way of gathering information than other research methods. The data collected highlights the importance of cultivating an inclusive learning environment, and identifies the gaps that need to be addressed in order to further improve the transition process and student success in an academic, social and cultural context. Strategies for creating a successful environment involve a combined effort from all stakeholders. These include the indigenous communities within the extended kinship system; the immediate school community, both staff and students; and the larger school community comprising parents and board members.

international journal of technology and inclusive education

What is the Key to a Successful Transition for Indigenous Girls Moving From Torres Strait Island Communities to Boarding Colleges in Regional Queensland, Australia?