Abstract

Research indicates that staffing teachers in remote and rural parts of Australia is a steadily increasing issue which impacts on the quality of education offered for remote indigenous settings. Anecdotal evidence, as mentioned in The Collins Review (1999), suggests that teachers in remote central Australian schools stay on average seven months or less. Such a review demonstrates that many teachers in remote areas are ill equipped to deal with the challenges that they face. This in turn impacts upon the quality of schooling offered to indigenous young people which affects both their academic and social success. Story Writing in Remote Locations (SWIRL) is one program that provides preservice teachers with a range of opportunities to experience and teach in remote indigenous settings. Offered by Victoria University, Melbourne, Australia, the SWIRL program provides preservice teachers, staff, community members and indigenous participants with an alternative approach to dealing with engagement in literacy and ICT learning. Most importantly the SWIRL program offers an opportunity to develop sustainable partnerships that nurture innovative teaching and learning practices from a community connected point of view.