Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students

• Published in: Evaluation Journal of Australasia
• Main Authors: Guenther, John, Benveniste, Tessa C, Redman-Maclaren, Michelle L, Mander, David, Mccalman, Janya R, O'Bryan, Marnie, Osborne, Samuel, Stewart, Richard
• Format: Article in Journal/Newspaper
• Language: unknown
• Published: Sage 2020
• Subjects: Policy impact; Indigenous students; Boarding schools; Policy evaluation; Residential schools; Theory of change; Thinking with theory; 130301 Aboriginal and Torres Strait Islander Education; 130106 Secondary Education; First Nations
• Online Access: http://hdl.cqu.edu.au/10018/1331848; https://doi.org/10.1177/1035719X20905056

Benveniste, TC orcid:0000-0002-7189-5118; Mccalman, JR orcid:0000-0002-3022-3980 Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have influenced the increasing uptake of boarding options and there has been considerable public investment in scholarships, residential facilities and transition support. Yet the outcomes of this investment and policy effort are not well understood. The authors of this article came together as a collaboration of researchers who have published about boarding school education for First Nations students to examine the evidence and develop a theory-driven understanding of how policies drive systems to produce both desirable and undesirable outcomes for First Nations boarding school students. We applied complexity theory and post-structural policy analysis techniques and produced a useful tool for the evaluation of boarding policy and its implementation.