Research: The Post-Schooling Transition Experiences

Determining Self While Being Pushed, Pulled and Shaped at the Cultural Interface: The Post-Schooling Transition Experiences of Cape York Indigenous Boarding School Graduates

By Katrina Rutherford
Doctor of Philosophy
Central Queensland University

Katrina is a researcher and educator with extensive experience working with remote Indigenous communities across Cape York and Far North Qld. She is passionate about working together with young people, families and educators, to create culturally responsive education systems, which promote and support social and emotional wellbeing, resilience and positive life outcomes. Her roles have included classroom teacher, Transition Support Service's primary to secondary team leader, RATEP co-ordinator, education advisor as well as research and evaluation work. She has also facilitated early intervention suicide prevention workshops and has co-developed mental health resources for remote Indigenous schools. Through her work she co-founded a five year NHMRC study examining psychosocial resilience and wellbeing of Indigenous students attending boarding schools. Her PhD research explores the post-schooling transitions of remote Indigenous boarding school graduates.

https://acquire.cqu.edu.au/articles/thesis/Determining_Self_While_Being_Pushed_Pulled_and_Shaped_at_the_Cultural_Interface_The_Post-Schooling_Transition_Experiences_of_Cape_York_Indigenous_Boarding_School_Graduates/25484908?file=45291205