This paper examines the nature of educational and employment outcomes for Aboriginal people in very remote Northern Territory. In particular, the differences between those who speak a local language and those who speak English are considered. The analysis is based on a review of 2011 Census data. The purpose of the analysis is to assess the impact of cultural alignments on participation in mainstream economies that exist in very remote parts of the Territory. It also questions to what extent the demands of industries are aligned to higher level schooling and post-school qualifications. The hypothesis to be tested in this paper is that cultural alignments play a bigger role in mainstream economic participation than does educational attainment, qualifications or self-reported Indigenous status. The findings add to qualitative and quantitative analysis already undertaken as part of the Cooperative Research Centre for Remote Economic Participation’s Remote Education Systems project. They shed light on the use of constructs such as ‘Indigenous disadvantage’ and policy initiatives designed to close ‘gaps’.

Assoc Prof John Guenther is the Principal Research Leader, Remote Education Systems project, Cooperative Research Centre for Remote Economic Participation, School of Education, Flinders University.