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This article reports on the findings of an Australian Research Council (ARC) funded research project, "Building the future for Indigenous students", an investigation of the hopes and dreams for the future of over 1,000 secondary students, 733 of whom were Indigenous, living in very remote, remote, and urban locations in the Northern Territory. Using both quantitative and qualitative research tools, researchers sought to understand what motivated the students at school and how they studied--critical elements in successful school achievement. In this article, the analysis of Indigenous student responses to a series of questions in the qualitative component of the study is presented. The analysis concludes that urban and remote Indigenous school children provide similar responses to questions that probe: (1) the value of education/school/self, (2) learner future goals, (3) learner motivation, and (4) learning preferences. The study also finds that very remote Indigenous school children, while similar in some question responses to both groups, also show some important differences that raise questions for more research.

Background: To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Methods: Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. Results: In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. Conclusions: The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. (Contains 4 tables.)

Linguistics and musicology, along with other fieldwork-based disciplines, have obligations to facilitate access to research results by the communities whose cultural heritage is recorded and analysed, especially when the languages and musics in question are otherwise little documented, have few speakers or performers, and are threatened by the global dominance of English. This article presents the early results of our planning for establishment of a digital resource to preserve and make accessible recordings and other documentation of Murrinh-patha public dance-songs at Wadeye, a remote Indigenous community in Australia's Northern Territory. With the recent establishment of the Wadeye Knowledge Centre, copies of recordings previously left in the community by researchers have been digitized and made available through computer workstations. Many of these digitized recordings, however, have poor or no documentation and thus are difficult to locate and access. The most urgent task is to work with elderly performers and composers to assemble metadata about the oldest recordings of songs and who composed and performed them. In order to maximise local accessibility and use, both elders and young people will be involved in planning and creation of a bilingual search interface to the collection. Planning must also consider sustainability issues through integration with other local initiatives, appropriate use of open standards and formats, locally sustainable technical platforms, and regular backup and maintenance. [ABSTRACT FROM AUTHOR]

This essay, a companion to Linda Barwick's article in this volume, provides evidence to show that the Marri Ngarr song register differs from the mundane register in several important respects and, in doing so, challenges accepted generalizations about these differences in Australian languages. Fluent speakers of Marri Ngarr number fewer than ten; all are old and ill and the language itself is expected to cease being spoken within the next few decades. The evidence comes from analysis of the linguistic structure of a representative sample of Marri Ngarr lirrga song-texts recorded in 1998, compared with a narrative text recorded in the year 2000. Analysis shows that the complexity of the lirrga song register is not mirrored in the current mundane register and probably reflects a period when the language was used more widely. The analysis of Marri Ngarr song-texts can therefore give us important clues as to what the language may have been like in its heyday. [ABSTRACT FROM AUTHOR]