Families and educators in remote Queensland: Sense of place in the delivery of a remote kindergarten program

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    Abstract

    While many remote places in Queensland, Australia have access to schools, very few have provision for preschool education. Recent efforts to change this have included the development of a kindergarten program delivered through the local school. An impact assessment undertaken in 2017 involved visiting 30 remote sites offering the program. Analysis of interview data indicated the importance of sense of place in the delivery of this program. Educators and family members were overwhelmingly supportive of the option of a kindergarten program in their sites, regarding it as an equity and social justice imperative to provide access to programs that seem to be taken-for-granted for children and families in urban and regional locations. The potential for the program to enhance social interactions and educational outcomes was highlighted, even when educators noted a range of challenges in the implementation of the program. Sense of place and the positioning of educators and families are explored in the paper.
    Original languageEnglish
    Pages (from-to)467-484
    Number of pages18
    JournalAustralian Educational Researcher
    Volume48
    Early online date03 Jul 2020
    DOIs
    Publication statusPublished - Jul 2021

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