RES 6101 The Kingston Data 211

Edith Cowan University
School of Education
RES 6101
Research Preparation:
Methods of Research
The Kingston Data
Semester One 2021
Please note: Your assessment for the unit is based on interpretation

and analysis of the data included in this section.
Author: Dr Jan Gray
Unit Coordinator: Dr Henny Nastiti

Phone: (08) 6304 6537, (08) 6304 5677
Email: h.nastiti@ecu.edu.au
Mt Lawley Campus, Building 16, Room ML 16.225

• Research Preparation: Methods of Research: Kingston Data RES 6101 Semester One 2021
Ó ECU 2021 – Author: Dr Jan Gray

RES 6101 Semester One 2021 Research Preparation: Methods of Research: Kingston Data • 3
CONTENTS
Table of Contents
KINGSTON ........................................................................................................................... 5
NEWSPAPER ARTICLE .................................................................................................................... 9
NEWSPAPER ARTICLES ................................................................................................................. 10
OVERVIEW OF RESEARCH PROJECTS FOR SARAH AND MARTIN ...................................................... 11
PROFILE OF SARAH .............................................................................................................. 13
SARAH’S NOTES FOR HER SUPERVISOR, MARGARET, 10 APRIL ............................................................ 14
INTERVIEW 1 ............................................................................................................................. 16
INTERVIEW 2 ............................................................................................................................. 19
INTERVIEW 3 ............................................................................................................................. 22
THESIS OUTLINE ......................................................................................................................... 24
FILE NOTE: SARAH’S RESEARCH DESIGN ......................................................................................... 25
SARAH’S DRAFT WHICH SHE TRIALLED ON 14 FRIENDS. IT HAS 12 ITEMS............................................... 26
CODING KEY FOR ALIENATION SCALE ............................................................................................. 27
TRIAL DATA MATRIX................................................................................................................... 28
SARAH’S MEMO TO MARGARET REGARDING THE RESULTS OF THE PRE-TEST.......................................... 30
COMMUNITY SURVEY ................................................................................................................. 32
COMMUNITY SURVEY ................................................................................................................. 33
CODING KEY FOR DEMOGRAPHIC INFORMATION FROM THE COMMUNITY SURVEY ................................ 35
DATA MATRIX OF PRE-TEST ALIENATION SCALE ITEMS AND TOTALS ...................................................... 36
DATA MATRIX OF POST-TEST ALIENATION SCALE ITEMS AND TOTALS .................................................... 37
OVERALL DATA MATRIX OF PRE AND POST-TEST TOTALS AND DEMOGRAPHIC VARIABLES ......................... 38
PROFILE OF MARTIN ............................................................................................................ 40
MARTIN’S NOTES TO HIS SUPERVISOR, JEAN (1)............................................................................... 41
MARTIN’S NOTES TO HIS SUPERVISOR, JEAN (1)............................................................................... 45
MARTIN’S FIELD NOTES .............................................................................................................. 49
MARTIN’S LETTER OF CONSENT ..................................................................................................... 50
PLAN FOR INITIAL FIVE INTERVIEWS BEFORE SCHOOL CLOSURE ............................................................ 52
INTERVIEW QUESTIONS: JANICE ................................................................................................... 54
INTERVIEW................................................................................................................................ 55
PROFILE OF ‘SHARON’ ................................................................................................................. 60
INTERVIEW QUESTIONS: SHARON ................................................................................................. 61
INTERVIEW................................................................................................................................ 62
PROFILE OF ‘DIANNE’.................................................................................................................. 67
INTERVIEW QUESTIONS: DIANNE .................................................................................................. 68
FIELD NOTES FROM INFORMAL INTERVIEWS .................................................................................... 73
REVISED INTERVIEW PLAN FOR POST SCHOOL CLOSURE INTERVIEWS .................................................... 75
PROFILE OF ‘JO’ ......................................................................................................................... 76
PROFILE OF ‘SUSAN’ ................................................................................................................... 81
CONCEPTUAL MEMO: APRIL ......................................................................................................... 93
INITIAL CATEGORY SYSTEM ........................................................................................................... 94
This material may only be copied with permission of the current author Jan Gray.

Kingston
Kingston is a small wheatbelt town 60 km from Beganup, the nearest regional centre.
Although Kingston is isolated by distance from the major regional centres in the
state, it is reasonably well served in terms of other forms of communication. The
wheatbelt region has a comprehensive network of roads and rail freight transport
lines developed to cater for transportation of freight and grain. A postal agency is
situated in the town and metropolitan mail is delivered within three working days.
STD and ISD networks are accessible to Kingston residents, along with limited radio
and television services. Major metropolitan and national newspapers are available
daily at the local newsagency. Kingston used to print a weekly community
newspaper, but despite the clearly identified local interest, the community can no
longer support the cost of the local newspaper and is now served by the monthly
regional community newspaper published in Beganup.
Although the population of Kingston for 2007 was registered as 1103, many of these
people are families who reside on farms surrounding the township. A ‘local’
population of 607 (including 58 Aboriginal people) represents the business and
professional community and itinerant workers and their children. Most of the
employed population of the Kingston township are in some form of service
profession such as education, law enforcement or paramedical services. Many of the
teachers and their families play a significant role in local and district recreational
organisations. Many members of the farming community have been long standing
residents over several generations. Members of these families hold most of the
offices in local organisations in Kingston and have considerable influence in
community decisions. The community of Kingston supports a local branch of the
state bank incorporated into the pharmacy, a supermarket, a hardware store, a stock
and station agency, two hotels, two petrol stations and several small businesses.
Local residents travel to the Beganup Medical Centre for all health care, as there is
no longer a doctor resident in Kingston.
The population of Kingston is declining. Farms are becoming larger as families buy
out their neighbours, or sell to absentee farmers. Employment prospects for young
people and for redundant employees are very limited. To counter this decline,
younger members of the local community have introduced several entrepreneurial
ventures. A new craft centre has been opened in town and plans are being made to
open a second hand bookshop/coffee shop.
The school at Kingston is a district high school, traditionally catering for children
between the ages of five and fifteen, although with the new legislation for raising the
school leaving age, the legal expectation in 2009 will be to cater for all students to
the age of seventeen. It has been operational since 1892, with many current second-
generation students at the school. All six teacher assistants and all maintenance staff
employed at the school are local residents. As such, it has been one of the focal
points of social life and local employment within the community for over three
decades. Many of the school facilities are used for recreational and community-
oriented club activities. This extensive network of community involvement provides
a cohesive sense of belonging and ownership to Kingston residents.
There are currently 118 students enrolled at Kingston District High School. Despite
the reasonably consistent numbers in early primary years, there are currently only 22
students in high school. Most classes in the school include combined year groups,
with all classes in primary school well below 30 students. There are 12 primary
school staff at Kingston DHS (including three specialist teachers), assisted by 6
teacher assistants.
Table 1
Number of Primary School Students at Kingston DHS in 2005
PP Yr 1/2 Yr 3/4 Yr 5/6
16 26 22 19
To cater for the decline in numbers for students in years 7 to 10, at the beginning of
the 2004 school year the principal of Kingston DHS amalgamated the four year
groups to form a Middle School. There are 35 students in the Middle School, who
are taught by 7 staff in a range of groupings appropriate to curriculum needs.
Table 2
Number of Middle School Students at Kingston DHS in 2005
Yr 7 Yr 8 Yr 9 Yr 10
13 10 9 3
Despite protests by the Kingston community, a political decision has been made to
close the high school section of Kingston DHS, leaving only the pre-primary and
primary sections of the school. Students in years 8 to 10 will travel 60 km by school
bus to Beganup Senior High School to complete their secondary schooling.
The decision to close the high school has been justified by the Education Department
with enrolment figures and staffing numbers over the last nine years (see Table 3)
and in light of the proposed changes in legislation for the raised school leaving age.

Table 3
Student enrolment data for Kingston DHS 1995/2005
Year Students Teaching Staff Non- Teaching

Staff
1995 215 24 12
1996 208 22 12
1997 190 21 10
1998 167 20 10
1999 150 20 10
2000 149 20 9
2001 127 20 9
2002 126 20 9
2003 126 19 9
2004 123 19 9
2005 118 19 9

Newspaper article
Page 2 THE CHRONICLE THURSDAY FEBRUARY 11
Town protests school

closure plan
• By Gail Sheedy
THE Kingston school community is up in Shire President, Alan Rixon, said he was
arms over reports that the secondary school is outraged by the suggestion of closure. “I was
to close at the end of the year. There had been talking to the Minister for Education last
talk since 1995 about the possibility of month. He didn’t breathe a word about the
closure. closure,” Mr Rixon said. “This is a marginal
electorate and there’s an election early next
Kingston High School, a combined primary
year. Our local member, Bob Pearson will
and secondary school, has been open since
block the closure, for sure. Those economic
1892. School deputy-principal, Harold
rationalists in the city need to be put in their
Whitehead, disclosed at last night’s meeting
place,” he added.
of the local Parents and Citizen’s Association
that he was expecting a transfer at the end of School Parents and Citizens’ Association
the year to a new school because the President, Dick Fels, said that his phone had
Education Department had finally decided to been running hot since the news leaked out.
close the high school section. Secondary The P & C would be holding a special
students would be bussed to Beganup Senior meeting on Friday night to discuss the
High School, according to Mr Whitehead. possible closure. “We aren’t a wealthy
The primary school would stay open. community,” he said. “The high school has to
stay open. The future of the town depends on
Principal Jill Bateson would not comment last
it.”
night on Mr Whitehead’s disclosure. “I will
be contacting the District Superintendent as
soon as possible,” she said.
Newspaper articles
Page 15 THE CHRONICLE THURSDAY FEBRUARY 12
LETTERS TO THE EDITOR
Community say no We were not consulted

OUR SCHOOL is very important to our THERE HAS been talk for years about closing our
community and we have worked extremely hard school. How come decisions have been made about
over the past decade to make sure our kids get closing the high school section without consulting
the best facilities and education possible. It is those of us who have children involved in changes? I
not right for city bureaucrats who don’t even am not interested in having my children forced to
know our town to make a decision about spend hours in a hot bus travelling to school each day.
whether our school should remain open. It is We are not a rich community and closing the high
not right that the government simply decides to school will mean some parents chose to send all their
close our school without even consulting us. As children to Beganup schools. Our community will
a community we will fight this closure. We stick suffer, and business will be lost. I find it insulting to
together out here in the country and any city hear of such an important decision through rumours
bureaucrat who thinks we’ll simply close the and newspaper reports. We will fight this decision. I
school obviously hasn’t bothered to get to know don’t believe ways can’t be found to fund keeping the
us. As parents, we want our children to be school open. I would like the Director of School
educated locally, and we will fight for this right. Operations to know in Kingston we have ‘economic
concerns’ too. My children deserve better than this.
JANICE GEOFFREY
Kingston. ANN MASTERS
Kingston
School closure scandal

IT IS scandalous to think economic rationalism can
be used as justification for closing a school which has
been operating effectively within our community
since 1892. It is also scandalous to think this move
had to be carried out without true consultation with
our community. Were you afraid of our reactions,
Minister? Our community is faced with paying a
terrible price for your callous action. The school
employs many people from our community and
provides the mainstay for many local businesses.
Shame on you, Minister, for underhand decisions
made away from our town.
C. WOODHAMS
Kingston

Overview of Research Projects for
Sarah and Martin
In November, Sarah is given approval to begin her Master of Social Science thesis.
She is taking a year’s leave from her job to complete her thesis. She is assigned a
supervisor, Margaret. After several discussions with Margaret, Sarah decides she will
study how rural communities deal with the decline of public services. She begins by
reading widely in this area.
Early in February, Sarah was talking to a friend who mentioned that a school in a
nearby town where he lived was likely to be closed. Her friend sent her a copy of a
newspaper article about a proposed school closure in a town called Kingston. Sarah
and her supervisor, Margaret, think that a school closure would provide a useful case
study of rural decline.
Sarah visits Kingston early in March. She brings back data on the town
demographics. The decision about the school closure is up in the air. It is quite
controversial. The local newspaper has published letters of concern from residents.
Sarah starts to list the factors that have led to the closure.
Sarah decides to do a quantitative study. Margaret advises her to develop her
statistical analysis skills. She will need to use SPSS. Sarah develops the design of her
study and prepares her proposal.
She will do a pre-test and post-test of community attitudes. First, she develops the
attitude scale that she will use. She sends a copy of it to Margaret. She then trials the
scale with some friends to make sure that scale is reliable. She enters the data in
SPSS. The scale has a high alpha coefficient. She shortens the scale by cutting out
two items. She is now ready to submit her proposal in June. Margaret advises her to
consider the ethical issues and to fill out an ethics clearance form for submission.
Once her proposal and ethics have been approved, she is ready to start her data
collection.
ECU ethics guidelines can be viewed at http://www.ecu.edu.au/GPPS/ethics/
Sarah goes to Kingston a second time and talks to local officials and townsfolk. She
conducts three interviews which she transcribes. The first is with Harold, the deputy
principal at the school; the second with Dr Foster, an education department director;
the third is with Alan Rixon, the Shire President. Sarah uses the information from the
interviews to refine the questions in her survey.
Meanwhile Sarah continues to plan the study. She realises that the attitudes of Kingston
residents are likely to vary depending on a number of factors. For example those that have
12 • Research Preparation: Methods of Research: Kingston Data RES 6101 Semester One 2019
children of school age may have quite different views from those who do not. Sarah
identifies eight such factors and incorporates them into a questionnaire that she will send to
all the people taking part in his study. Towards the end of June, she sends out the
questionnaire with a letter to a sample of residents inviting them to take part in the study.
One hundred and four residents eventually participate in the study.
Sarah decides that she will use a simple pre-test/post-test design for his study. There has
still been no official announcement that the school will close so, early in July she moves
quickly to administer the alienation scale as the pre-test. Sarah codes the data into
statistical package SPSS.
Meanwhile there is a lot of political activity as townspeople try and keep the school open.
In August the Minister for Education announces that the secondary section of the school
will close at the end of the year. High school students will travel on school buses to
Beganup High School about 60 kilometres from Kingston. In early October, Sarah returns
and collects the post-test data. She pastes the survey data, the totals for the pre-test and the
totals for the post-test into a single SPSS file. Sarah now has all the data she requires for
her thesis.
Martin, a student friend of Sarah, hears about her thesis and decides he will also study
school closure though from a qualitative perspective. He begins to follow the closure issue
in the local papers and notes with interest the passionate letters to the editor from female
residents of Kingston. After stopping at Kingston for petrol and a quick look around on his
way back to the city from a visit home in September, Martin is fully committed to
exploring the Kingston saga. Martin is doing a Master of Education. His supervisor, Jean,
says he needs to understand the principles of qualitative methods. Over the next few
months Jean and Martin consider different kinds of qualitative research methods. Jean
suggests an ethnographic approach. Martin doubts that he would be able to spend enough
time in Kingston to do a good ethnographic study. He also considers doing a narrative
study of the school closure.
Martin visits the town in November and meets with a group of parents. He notices that the
mothers seem to have a different view of the closure from other residents. Finally, Martin
decides to produce a grounded theory of school closure. He is particularly interested in
understanding the impact of closure from a mother’s point of view. Martin completes his
proposal and gains ethics clearance to begin his data collection
He visits the town a second time in early December and asks five mothers to be
interviewed. He presents them with a letter of consent which they agree to sign. He then
interviews all five mothers, including Janice, Sharon and Dianne. Martin manages to
organise some fairly impromptu, informal interviews with other members of the school
community, which helps to place the mothers’ comments into a broader perspective. The
school is winding up for the year. He will return early in the next year to continue his
grounded theory study.
Martin revisits the town in February. He formally interviews an additional seven mothers.
This gives him a total of 12 transcripts of interviews with mothers to form the basis of his
data analysis. He returns again in April and conducts two focus groups, each of six
mothers. The grounded theory is beginning to emerge. For the next month Martin becomes
immersed in his data. He develops a category system using the principles of grounded
theory. Martin begins to write his thesis.
Ó ECU 2021 – Author: Dr Jan Gray 12

Profile of Sarah
Sarah is a mature age student completing a Master of Social Science degree. She has taken
a year’s leave from her job as a policy officer in the state department of regional
development.
She lived in a small town on the coast when she was a child but has spent most of her adult
life in the city.
She is aware that her boss at work is likely to read her thesis when it is finished. However,
she is trying not to let that influence how she carries out her study.
Sarah’s notes for her supervisor, Margaret, 10 April
Margaret, here is my draft of the Alienation Questionnaire.

I want to see whether the Kingston community becomes progressively more alienated as
the dispute over the school closure unfolds.
According to Blyth and Blyth (1994) there are two separate dimensions to the construct
of alienation.
One measures the sense of cohesion in the community versus the sense of fragmentation.
The other dimension measures the sense of powerlessness versus sense of control.
I have contacted the Shire of Kingston to obtain the addresses of Kingston ratepayers. I
will send out letters to a random sample of 185 ratepayers (about 30% of the total). I will
also post notices in the supermarket and the two hotels asking interested people to contact
me. This way I hope to pick up residents of Kingston who may not be ratepayers.
I have made up a survey instrument with six items measuring each dimension.
Some of the items are negatively worded and some are positively worded.
I will trial the questionnaire on students at the University. I’ve got 14 who have said they
will fill it in, imagining that they lived in the town. If some of the items don’t work I will
cut them out of the final questionnaire.
I will analyse the data using SPSS.
Here are the items.
Cohesion versus fragmentation

3. We stick together in this community. +
10. There is always some kind of fighting going on in the town. –
4. The permanent residents are the ones who suffer. –
12. The wealthy members of the community don’t care what happens. –
6. Events like school closures bring out the best in communities. +
1. You can’t trust anybody any more. –
Powerlessness versus sense of control

2. We will find a way of keeping the school open. +
5. The fight against the closure is not over yet. +
8. If we are smart enough we can turn things around. +
9. There is nothing we can do once the government has made up its mind. –
7. There is no future for small towns like ours. –
11. People help each other in this community. +
I have a clear idea of my research plan, now. I’ll be very interested in your comments and
suggestions.
1. Research plan:
2. Develop and trial my survey instrument.
3. Interview three or four key stakeholders to inform my survey questions
4. Refine my survey according to reliability statistics, issues emerging from the
interviews and further reading.
5. Post out invitations to take part in my survey to a random sample of ratepayers (185
surveys to be posted). Responses to this invitation will become my pre-test data.
6. Post out the repeat survey to all respondents – this will become my post- test data.
7. Analyse the data using SPSS.
Interview 1
Interviewer: (Q)
Interviewee: HAROLD (A)
Tape No.: RES5101-4
Q Harold, thanks for agreeing to take part in this interview. You're aware
I'm here because I'm a masters student at Edith Cowan and I'm doing a
study which is looking at the impact of school closures on school
communities, and there's been talk about the school at Kingston being
closed. Have you heard about this?
A Yes, I've heard of it and I'm very happy to help you out with your thesis
in any way I can.
Q Do you know what's behind the closure? From what I, I've heard it's the
fact that numbers have started to decline and that the school isn't viable
any more. Do you think it's viable?
A It's a good school and the teachers and the kids here are doing good
things but the numbers are dropping, and so there are problems that are
caused by the declining numbers. In some of the classes we have
difficulty in maintaining the range of subjects and the kinds of resources
that we'd like the kids to have to be able to do well in the secondary
school part of our programme. The primary is reasonable enough but it
is in the secondary area that we have our greatest difficulties no doubt.
Q What do the other teachers feel about it?
A Well, there are a number of the younger teachers that have only just
come in recently and they haven't had as long, I've been here five years,
and some of them are just one or two years here, so they really haven't
built up the kinds of connections with the community, and for them it's
not such a great problem. But it's true to say that they're committed to
the school and they would like to see it stay because it's a working
school.
Q Yeah, well I was talking to the Shire President earlier today and he was
saying that he felt that quite a few of the teachers would be quite happy
if the school did close because, you know, they wouldn't mind a city
appointment.
A Well, it's true that there are some. I mean, I'm about two years off
retirement now and I think I've got one or two schools down in the city
that I wouldn't mind a transfer to see out my time, so I wouldn't say that
all the teachers are like that but, yes, it's true, that's an attractive
proposition.
Q Well what about from a parents' and kids' point of view because again
I'm pretty sure that the majority of parents, in town anyway, would feel
that this was a disaster for the town. I guess that's not your
responsibility as the Deputy Principal here but what about from an

educational point of view? What do you think?
A Yeah, there are the two points there. There are those views in the town.
I think it is true to say it is the town that feels that because those parents
who live closer to Beganup would, they're the ones that are already,
generally the ones that are withdrawing their students. We've lost about
ten this year. So there's already that move and so it would only be
following that kind of trend. People in the town and those that live on
the other side would, who would have to travel further, they would be
concerned but in terms of the actual school itself the school has a
connection to its community but as these communities are dying that
connection is harder to maintain. For instance one of the examples is
my youngest kid, and a number of the kids from the school are now
going to Beganup to play their Saturday sport because the town isn't big
enough to support the teams and we have to go there for that. So there
is some of that trend anyway, but it is necessary for the school to
concentrate on what's good for the kids.
Q Yeah, well, if I might interrupt there, I mean there are a lot of educators
I've spoken to who argue that small schools have got really distinctive
advantages, like there's a strong family kind of culture in the school and
that's what parents have been saying in town anyhow, and some of them
are quite worried about their, particularly the younger kids, going to the
large high school in Beganup, that, you know, they'll be subject to all
kinds of negative influences and, you know, we just feel, I shouldn't say
we, it sounds like I'm taking the side of the parents, but they feel the
Department, in closing the school, is just giving in to economic
pressures and that education's going to suffer and that the teachers
actually just don't care enough about it.
A Well I mean that's not true. I mean the teachers do care, there's not
question about that, and the teachers and the kids do enjoy the smaller
schools and in some settings those smaller schools can be organised in
such a way as to provide a very rich environment for the kids to live in
and smaller, in many ways, is much better. But where we, the system is
having difficulty coping, is in the secondary area and there the breadth
of choice is one of the things, in terms of the capacity to meet all of the
requirements of the curriculum framework, we have the eight learning
areas, and we have to be able to provide the scope. So that area is
where it's more difficult…
Q Can I interrupt?
A …and the smaller class approach, in the primary school, is where that
argument, I believe, is more powerful.
Q Could I just make a suggestion to you, a hypothesis if you like, and that
is that maybe the reason that Kingston looks like it's going to close, it
hasn't closed yet, but maybe it looks like it's going to close, and possibly
other wheat belt towns around here that are of your size is to do with the
curriculum policies of the Education Department and the Curriculum
Authority. If they decide on what sort of subjects have to be offered and
the right range of subjects and so on, many of these small communities
just can't provide that kind of curriculum and there's no option but to
close.
A And that's always been the case in the sense that in the country areas
we've always have difficulty in providing kids in those schools with the
kinds of experiences which the metropolitan schools, for instances have
always taken for granted. In the past when we had external
examinations the country kids were always shown to be less successful
that the metro., so it's not something which is due to a new innovation in
curriculum framework, it's just a different way of articulating the same
sorts of problems we've always had. So that in terms of the curriculum
structures and the pressures, etcetera, the difficulty is in the country
we've always had the problems of supplying, in the secondary schools in
particular, the kinds of experiences that the population expects
everybody to have.
Q Look Harold, thanks very much for agreeing to take part in the
interview. As I said earlier I'll be transcribing the interview and I'll send
you a copy of it. Of course we won't be quoting you in any of the work
we do or any of the papers we write, or in my thesis but I'll probably use
a pseudonym for you of something like that if that's okay.
A Oh absolutely, because one of the things I think that you will pick up in
the discussions is not just how the kids react in terms of the offerings
both at our school and at Beganup but the fact that it's going to take an
hour, each day, for them on the bus and that is, is a significant concern.
I mean I take it for granted that it's not too fatal because I used to travel
an hour when I was a kid from Mandurah to Pinjarra each day and I
survived that, but it is different from what people experience and for
some kids travelling from the farms on the other side of the town that
would be a significant concern in terms of the kids' wellbeing.
Q Look I appreciate that. I will be talking to these parents later as part of
this study but once again, thanks very much for participating in it.
A Not a problem.
Q Thanks.

Interview 2
Interviewer: Sarah (Q)
Interviewee: Dr Foster (A)
Tape No: RES5101-1
Q Doctor Foster, thanks for agreeing to take part in this interview…

A Sarah please call me Diedre.
Q Oh okay, thanks Diedre. As you're aware, I'm undertaking a masters
study looking at the affect of the closure of institutions, such as schools,
in rural communities. And I was aware that you were visiting the
school today and it coincided with my visit and I was hoping you would
be able to discuss with me what the outcome of your meeting with the
staff in the school. The rumour, as you know, is that the school is due to
close. Are you in a position to be able to confirm that the school is
closing?
A Well Sarah I'm not actually in a position to say that but I am here today,
I've come up from the city today, to spend some time with the staff just
to hear what their concerns are.
Q Are you in a position to disclose to me what the staff feel about the
prospect of closure?
A No, no, it's not for me to say that, no.
Q Okay. Well I'll be talking to them later but could I ask you about the
issue of school closure in general because I've been talking with parents
as well as staff and the general view is if the closure goes ahead it will
have a really negative impact on the town and presumably on the
children who currently go to the school in the town. How could the
Education Department be seriously considering going ahead with the
closure under those conditions?
A Well let me just give you a little bit of my background and perspective.
You'll understand what I say, I think, a little more if you understand
where I'm coming from. I was brought up in a town no so far from here,
a small wheat belt community, with a small school, and many of those
schools around us have closed in the subsequent years. And I've seen
the demise of whole communities. It seems to me that when the town,
when the school closes, when the small primary school closes, it's often
the last straw, and that's the end of the town. So I'm very very
sympathetic to a community that is looking at the prospect of school
closure. On the other hand though I can see that this is, this has a good
solid primary school. The numbers are quite good but there isn't a lot
of, we just can't keep up with the demands of the secondary part of the
school, and I quite honestly don't think it's fair to students. The
pressures of them to be able to achieve in competition with city
students, and really in a school community of this size it's quite
unrealistic to expect any system to provide the level of resources, the
range of curricula, the range of extra-curricula activities for students,

that would give then the same kinds of opportunities that city students
have. I think there's also a social issue for secondary students too. I
don't think it's fair to put boys and girls in classes of less than half a
dozen as they go from early adolescence through to adulthood. Socially
they are disadvantaged and I think that these children will do far better
if they can go to a larger regional centre like Beganup, which I have to
say is a very fine school. Of course you see in the days of the smaller
schools it was a reasonable thing for a community to maintain a small
school because after all the roads were poor, the transport systems were
poor, people couldn't travel as quickly and today we have very good
road systems. You should see the roads around here. Straight, well
sealed, transport's terrific, and I think the students, it's only 60 k's, good
turnaround. I think that the secondary students can well cope with that
sort of daily travel.
Q Doctor Foster, I can see that for children who live near Beganup the bus
travel won't be an issue but there are children who live quite a long way
the other side of Kingston and they'd be travelling for, well, well over
an hour anyhow each day just to get to the high school and then an hour
back and I've heard stories of even secondary school students who
simply fall asleep at their desks, presumably as a result of tiredness from
long bus travel. Surely that's not educationally good for the kids.
A It isn't educationally desirable but it's one of those compromises that I
think parents are increasingly having to make. Many of them will, of
course, unfortunately take the option to send their children to boarding
schools. There are good, there is a good hostel at Beganup and for some
that might be a viable option.
Q Doctor Foster I've heard that Beganup's getting a new gymnasium next
year and the gossip amongst the parents that I've spoken to here in
Kingston is that the new gymnasium is really a political sweetener, if
you like, to do with the, a trade off if you like, for the closure of the
school at Kingston. Now can you confirm whether there's any truth in
that rumour or not?
A Well these kinds of rumours are abounding and this is the nature of the
sensitivities around closure. Of course these stories will emerge, run
their course and in due course it will be clear which direction this will
follow, but I wouldn't be wanting to make a claim at this stage that any
of the facilities will change at Beganup. It is a good school, well
resourced, and the additional students will be an advantage to that
school I believe.
Q Doctor Foster, can I just thank you again for participating in this
interview. It's been really helpful to me. What I'll be doing is
transcribing the interview and when I've done that I'll send you a copy.
You might care to have a look at it. If there's anything that we've
discussed which you think needs to be corrected, or whether you've got
anything else to add to the interview that you think would be helpful I'd
appreciate it. I'll be using some of this information in my thesis.

A I'd be very interested to read the outcome of your research Sarah. It's
been nice to talk to you today.
Q Thank you.
Interview 3
Interviewer: Sarah (Q)
Interviewee: Alan (A)
Tape No: RES 5101-2
Q Alan, as you're aware, I'm in town undertaking a masters thesis where

I'm looking at the impact of changes in government policy and funding
which lead to the closure of libraries, banks, schools, etc and I presume
you've heard the talk in the town about the school closure.
A Well of course Sarah, everyone in the town has. I think in fact the
whole town's been talking about nothing else for the past week.
Q Did this news come as a surprise to you?
A Well in one way it did because about a month ago I was at a meeting of
the Royal Agricultural Society. The Minister for Education was there
and he never breathed a word of it, and I thought he would have known
at the time, but on the other hand this sort of talk's been around for the
past 15 years and the city bureaucrats just seem to keep coming, they
keep trying to wear us down and perhaps de-stabilise us or soften us up
for what they regard as the inevitable, but we've been able to keep our
head down and not be dumped so far.
Q Alan what's your understanding of really what's behind the Education
Department's decision to go ahead with this closure?
A Well I think its those city bureaucrat's obsession with economic
rationalism. I can't think of any other reason really. Certainly not
education (INAUDIBLE) I understand they need to balance their
budget, you know, but why pick on us in the bush. I think it's because
they've never lived in the bush, they don't understand the bush, they
don't care about it, and their main goal is to satisfy their political
masters and balance the budget.
Q Alan do you know if all the residents in the Kingston Shire are against
the closure?
A Well certainly most of them. There's probably a small number who live
on the Beganup side who would find, perhaps, that the closure wouldn't
affect them so much in terms of the length of time their children need to
be on school buses but for most people, particularly the farm kids, they
spend, some of them up to two hours on the bus already and having to
spend another hour on the bus to Beganup, that'd be three hours a day,
but I think the fact that a few perhaps maybe think that it's not a bad
idea shows the fact that it's very divisive, it has the potential to be very
divisive for our town.
Q Yeah. I suppose your kids went to Kingston?
A Well they certainly went to the primary school and then, well I myself
went to a private school, and my father went to a private school, my

wife went to a private school and her folks did as well so there's been a
family tradition, at the high school level, of our children, Rixon's going
to private school. In fact I think most of the older farming families in
Kingston, it's the same pattern. But that doesn't mean to say we're not
loyal to the school. In fact we, as a Shire, and all those families who do
send their children to private schools, regard Kingston High School as
their school. You know, it's our town, this is our school, we support the
busy bees, the fundraising events, we, on the Shire we use our influence
to support the school as much as possible, with resources, facilities and
yeah, we're determined to fight for the right of local children to go to the
local school.
Q Alan, although the decision hasn't yet been made about the closure, and
there's only talk about it, if the closure did go ahead do you think it
would make much difference to the people who live in Kingston and out
in the surrounding areas?
A Oh I think it'd make a huge difference. I mean for a start if we lose
those teachers, they contribute to the community in all sorts of ways,
They're secretaries of our clubs, they support the businesses in the town,
in fact over the years many of them become wives of farmers and the
second incomes that they earn enables some of the struggling farms to
survive. There are lots of other ways in which we rely upon our, you
know, our local school to help maintain our community development.
Q Alan, although the decision hasn't yet been made, if it is made and the
Education Department does go ahead with the closure do you think it
means the end of Kingston?
A Well it won't happen. I mean we, our local member won't let it happen
because this is a marginal seat, but also I think those city bureaucrats
really underestimate the power of the bush. I mean we've seen the
power of the bush bring down Kennett, it killed the republican
referendum in its tracks and even now the Prime Minister's going
around trying to reassure people in the bush that services won't be cut
any further, so I think that combined with our determination to ensure
that our children can go to our school means that we will fight tooth and
nail to prevent it happening.
Q Look Alan, I know that you're really busy, and I really appreciate your
making this time available to me. As you're aware I've tape recorded
the interview. I'll be transcribing it and when I do I'll send you a copy.
I'm interviewing several people in town and I'm hoping to piece together
a description of the events that are surrounding this potential closure.
This is going to be featured in my masters thesis, so once again thanks
for your support.
A You're welcome Sarah.
Thesis outline
These are the chapter headings that I will use for the first draft of my thesis.
1. Introduction: Rural Decline in Australia
2. Research on the Impact of School Closures on Rural Communities
3. Alienation in Rural Communities
4. Design of the Study
5. Methods of Data Gathering and Analysis
6. The Political and Economic Context of the Kingston School Closure
7. The Initial Response of Kingston Residents to the Closure
8. The Effect of the Closure
9. Implications for Rural Australia
10. A Concluding Comment
File note: Sarah’s Research Design

Firstly, I will trial the alienation scale on a small sample. I will calculate the reliability of
the instrument and make adjustments where necessary.
The main part of the study will be a pre-test/post-test design where I will survey the same
group of people from Kingston twice to determine whether they have had a change of
attitude. At the first test time I will also gather demographic information about the
participants.
I will have four data matrices in SPSS:
1. The Trial data

2. The Pre-test alienation scale data: this will include individual items and a total
of the items summed together.
3. The Post-test alienation scale data: this will include individual items and a total
of the items summed together.
4. A combined data matrix which has the demographic variables and the totals
only for the pre and post tests.
The Trial data matrix will contain only 14 records for the 14 people who trialled the
instrument.
The three other matrices will contain the records for the residents who participated in the
main study.
Sarah’s draft which she trialled on 14 friends. It has 12 items
Survey of Community Attitudes
Please indicate with a TICK the extent to which the following
Strongly Agree
statements are true of your community at the present time.
Uncertain
Disagree
Strongly
disagree
Agree
1. You can’t trust anyone here any more.
2. We will find a way of keeping the school open.
3. We stick together in this community.
4. The permanent residents are the ones who suffer.
5. The fight against the closure is not over yet.
6. Events like school closures bring out the best in communities.
7. There is no future for small towns like ours.
8. If we are smart enough we can turn things around.
9. There is nothing we can do once the government has made up its

mind
10. There is always some kind of fighting going on in the town.
11. People help each other in this community.
12. The wealthy members of the community don’t care what

happens.

Coding Key for Alienation Scale
I’ve given the agreement choices numeric codes from 1 to 5 for entry into SPSS. For
negative items, 1=strongly agree, 2=agree etc. Items that are measuring a negative attitude
have been reversed. When the items are added up a high score will mean that a person is
more optimistic in relative terms and a low score will indicate that a person is less positive
(i.e. about the effects of the school closure in the community). To try and remember which
way the scale goes I will associate high=happy and low=lachrymose.
Item
Uncertain
Disagree
Strongly
Strongly
disagree
Agree
Agree
Coded in SPSS as:

1 2 3 4 5
Coded in SPSS as:

5 4 3 2 1
A high item total J

A low items total L
Trial Data Matrix
NB: Each Item represents one of the 12 survey questions used in the trial.
Person Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Item 11 Item 12
1 3.00 2.00 2.00 4.00 2.00 2.00 3.00 3.00 4.00 2.00 2.00 2.00
2 2.00 1.00 1.00 3.00 1.00 1.00 2.00 3.00 3.00 1.00 1.00 1.00
3 5.00 5.00 4.00 4.00 5.00 5.00 3.00 4.00 5.00 5.00 5.00 5.00
4 5.00 4.00 4.00 3.00 4.00 4.00 2.00 3.00 4.00 4.00 4.00 4.00
5 4.00 3.00 5.00 4.00 5.00 5.00 2.00 2.00 3.00 5.00 5.00 5.00
6 2.00 2.00 2.00 5.00 2.00 2.00 3.00 4.00 2.00 2.00 2.00 2.00
7 4.00 5.00 4.00 5.00 5.00 4.00 3.00 1.00 3.00 5.00 5.00 5.00
8 2.00 5.00 5.00 4.00 5.00 4.00 4.00 2.00 3.00 1.00 5.00 1.00
9 4.00 4.00 4.00 2.00 4.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00
10 5.00 3.00 5.00 2.00 5.00 5.00 1.00 4.00 3.00 5.00 4.00 4.00
11 4.00 4.00 4.00 2.00 4.00 4.00 2.00 3.00 4.00 4.00 4.00 4.00
12 5.00 3.00 4.00 3.00 5.00 5.00 3.00 2.00 3.00 5.00 5.00 5.00
13 4.00 2.00 4.00 1.00 4.00 4.00 4.00 1.00 2.00 4.00 3.00 4.00
14 4.00 3.00 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00
Sarah’s memo to Margaret regarding the results of the pre-

test
Margaret, according to my SPSS analysis of the reliability of the scale, by deleting
items 4 and 8 the reliability is slightly increased. Deleting any further items would
make the scale too short and leave the subscales unbalanced.
I am going to use a final version with 10 items.
This is the final version below.
There are now only 10 items
Survey of Community Attitudes
Please indicate with a TICK the extent to which the following
Strongly Agree
statements are true of your community at the present time.
Uncertain
Disagree
Strongly
disagree
Agree
7. There is nothing we can do once the government has made up its

mind
10. The wealthy members of the community don’t care what

happens.

Community Survey
This is the letter sent out to185 ratepayers inviting them to participate in the study.
Dear _______________
I am a Master of Social Science student at Edith Cowan University. I am presently

undertaking a study of the changing provision of human services to rural communities. I am
aware that there is a possibility that the high school section of the school at Kingston may
close. I plan to study how a rural community responds to this potential change. I would be
grateful if you would agree to participate in this study.
It is my intention to survey a cross-section of the community that resides in the Kingston
district. Participation is, of course, entirely voluntary. I will be collecting some basic
information about participants and have included a questionnaire in which I ask respondents
to indicate how they feel about living in the Kingston community. I will be repeating this
survey later in the year.
The questionnaire takes only 15 minutes to complete and can be returned to me in the self-
addressed, stamped envelope included.
If you are willing to participate in the study, please sign the statement below and return the
brief questionnaire below. The purpose of including your name and contact details is only
to allow me to contact you again for the second survey. If you would like to speak to my
supervisor, contact Dr Margaret Moore, 9370 xxxx, m.moore @ xxxxxxxx. If you would
like to speak to an independent person, you may contact ECU’s Human Research Ethics
Officer on 6304 2170 or email: researchethics@xxxxxxx
I will treat all information with the strictest confidence. No person will be mentioned in my
thesis by name or in such a way that they can be identified. No other person will have access
to the questionnaires. You may withdraw from the study at any time. The project has been
approved by the ECU Human Ethics Committee.
Please feel welcome to telephone me on xxxxxxxx to discuss the survey. Alternatively, you
may prefer to email me at xxxxxxxxxxxxxx. I would be happy to meet with you when I am
next in Kingston. I am anxious for as many members of the community as possible to
participate. I believe that studies such as the one I am undertaking are of great importance to
rural communities.
Yours sincerely
Sarah Alley
M.A. student, Edith Cowan University

Community Survey
This is the survey administered to 104 people who agreed to participate
Section A: Demographic Information
1. I am a parent of a child who will be of secondary school age next year. Yes r Nor
2. The distance from my home to the school at Kingston is _________km.
3. The distance from my home to the high school at Beganup is _____km.
4. The age of my youngest family member _________years of age.
5. Number of years of residence in the Shire of Kingston_______Years.
6. The occupation of the family member with the largest income is_____.
7. Would consider residential/boarding school at a private school if the Kingston secondary
school is closed? Yes r Nor
8. In my view the standard of education in Years 8 –10 at Kingston is
High r Medium r Medium/Low r
Section B: Community Attitudes
Please indicate with a TICK the extent to which the following statements
Uncertain
Disagree
Strongly
Strongly
disagree
are true of your community at the present time.
Agree
Agree
7. There is nothing we can do once the government has made up its mind
10. The wealthy members of the community don’t care what happens.
Name __________________
Contact Details: ___________________________
Thank you for completing this questionnaire and agreeing to take part in the study. Please
address any queries to Sarah Alley.

Coding Key for Demographic Information from the Community Survey

Answers to each of the demographic questions have been assigned a numeric
code for entry into SPSS as follows:
No. Question Coding
1 I am a parent of a child who will be of Yes = 1

secondary school age next year No = 2
2 The distance from my normal residence to 0 - 1 km = 1

the school at Kingston 2 – 4 km = 2
5 - 20 km = 3
More than 20 km = 4
3 The distance from my normal residence to 0 –20km = 1

the high school at Beganup 21 40 km = 2
41 – 60 km = 3
More than 60 km = 4
4 The age of my youngest family member 0 –5 = 1

6 – 12 = 2
13 – 18 = 3
More than 18 = 4
5 Number of years of residence in the Shire of 0 – 1 year = 1

Kingston 2 – 4 years = 2
5 – 10 years = 3
More than 10years = 4
6 Occupation of family member with largest Farmer =1

income Government employee = 2
Business =3
Unemployed = 4.
7 Would consider residential/boarding school Yes =1

at a private school if the Kingston secondary No = 2
school were closed?
8 The standard of education in Years 8 –10 at High = 3

Kingston is… Medium = 2
Low =1
Data matrix of pre-test alienation scale items and totals

NB: Data for the first 26 people only is shown in this matrix. The complete
data matrix of 104 people can be found on the Blackboard Site.
Person Item1 Item2 Item3 Item4 Item5 Item6 Item7 Item8 Item9 Item10 Pre-
total
1 5.00 4.00 4.00 4.00 5.00 3.00 3.00 5.00 5.00 5.00 43.00
2 3.00 3.00 3.00 3.00 3.00 2.00 3.00 3.00 4.00 3.00 30.00
3 2.00 2.00 2.00 2.00 2.00 3.00 4.00 2.00 2.00 2.00 23.00
4 1.00 1.00 1.00 1.00 1.00 2.00 3.00 1.00 1.00 1.00 13.00
5 5.00 5.00 5.00 5.00 5.00 3.00 5.00 5.00 5.00 5.00 48.00
6 5.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 39.00
7 4.00 3.00 5.00 5.00 5.00 2.00 3.00 5.00 5.00 5.00 42.00
8 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 21.00
9 5.00 5.00 5.00 5.00 5.00 3.00 3.00 5.00 5.00 5.00 46.00
10 2.00 5.00 5.00 5.00 5.00 4.00 3.00 1.00 5.00 1.00 36.00
11 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 40.00
12 4.00 3.00 5.00 5.00 5.00 1.00 3.00 5.00 4.00 4.00 39.00
13 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 38.00
14 5.00 3.00 5.00 5.00 5.00 3.00 3.00 5.00 5.00 5.00 44.00
15 4.00 2.00 4.00 4.00 4.00 4.00 2.00 4.00 3.00 4.00 35.00
16 4.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 31.00
17 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 31.00
18 3.00 4.00 4.00 4.00 3.00 3.00 4.00 4.00 4.00 4.00 37.00
19 2.00 4.00 4.00 4.00 4.00 2.00 4.00 2.00 4.00 2.00 32.00
20 3.00 4.00 4.00 4.00 3.00 3.00 3.00 2.00 4.00 2.00 32.00
21 3.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 22.00
22 5.00 3.00 2.00 5.00 4.00 4.00 3.00 5.00 5.00 5.00 41.00
23 5.00 4.00 4.00 4.00 3.00 3.00 4.00 4.00 2.00 4.00 37.00
24 3.00 4.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 37.00
25 2.00 4.00 3.00 3.00 3.00 4.00 3.00 2.00 1.00 1.00 26.00
26 2.00 2.00 3.00 3.00 3.00 2.00 3.00 3.00 3.00 4.00 28.00

Data matrix of post-test alienation scale items and totals

NB: Data for the first 26 people only is shown in this matrix. The complete
data matrix of 104 people can be found on the Blackboard Site.
Person Item1 Item2 Item3 Item4 Item5 Item6 Item7 Item8 Item9 Item10 Post-
total
1 3 3 3 3 3 2 3 3 4 4 31
2 2 1 2 2 2 3 2 2 2 2 20
3 2 2 2 2 2 3 2 2 2 2 21
4 1 2 1 1 2 3 3 2 2 2 19
5 4 4 4 4 4 4 4 4 4 5 41
6 2 3 2 2 2 3 2 2 2 2 22
7 2 5 5 5 4 4 3 3 5 2 38
8 1 1 1 1 1 2 3 1 1 1 13
9 5 4 4 4 4 4 4 5 4 5 43
10 2 3 2 2 2 3 2 2 2 1 21
11 1 2 1 1 2 3 3 2 2 2 19
12 2 3 2 2 2 3 2 2 2 2 22
13 2 3 2 2 2 3 2 2 2 1 21
14 2 2 2 2 2 3 2 2 2 3 22
15 1 2 1 1 2 3 3 2 2 2 19
16 2 5 5 5 4 4 3 1 5 1 35
17 1 2 1 1 1 2 3 1 1 2 15
18 2 3 3 2 2 3 3 3 3 3 27
19 2 3 2 2 2 3 2 2 2 2 22
20 2 3 2 2 2 3 2 2 2 1 21
21 1 2 1 1 2 3 3 2 2 2 19
22 1 2 1 1 2 3 2 3 2 2 19
23 2 3 2 2 2 3 2 2 2 2 22
24 1 2 1 1 2 3 3 2 2 2 19
25 2 1 1 1 1 2 2 2 2 2 16
26 1 1 1 1 1 1 2 3 3 2 16
Overall data matrix of pre and post-test totals and demographic
variables
NB: Data for the first 26 people only is shown in this matrix. The complete data
matrix of 104 people can be found on the Blackboard Site.
Dist.- Dist.- Age No. Bding.

Person Parent Occupat. Stded. Pretotal Posttotal
King. Beeg. yfmem years sch.
1 2.00 1.00 3.00 4.00 1.00 2.00 1.00 1.00 43.00 31.00
2 1.00 2.00 3.00 3.00 3.00 2.00 2.00 2.00 30.00 20.00
3 1.00 4.00 4.00 1.00 4.00 1.00 2.00 3.00 23.00 21.00
4 1.00 4.00 4.00 2.00 4.00 1.00 2.00 3.00 13.00 19.00
5 2.00 4.00 1.00 4.00 4.00 1.00 1.00 1.00 48.00 41.00
6 1.00 3.00 2.00 2.00 1.00 2.00 2.00 2.00 39.00 24.00
7 2.00 4.00 2.00 4.00 1.00 2.00 1.00 2.00 42.00 38.00
8 1.00 1.00 3.00 3.00 2.00 3.00 2.00 3.00 21.00 13.00
9 2.00 4.00 2.00 4.00 4.00 1.00 1.00 1.00 46.00 43.00
10 1.00 3.00 2.00 3.00 4.00 1.00 2.00 2.00 36.00 21.00
11 1.00 3.00 4.00 2.00 3.00 1.00 2.00 2.00 40.00 19.00
12 1.00 2.00 3.00 3.00 1.00 2.00 2.00 2.00 39.00 23.00
13 1.00 4.00 1.00 1.00 4.00 1.00 1.00 2.00 38.00 21.00
14 2.00 1.00 3.00 4.00 4.00 3.00 1.00 1.00 44.00 22.00
15 2.00 1.00 3.00 4.00 3.00 2.00 2.00 2.00 35.00 19.00
16 2.00 4.00 4.00 4.00 4.00 1.00 2.00 3.00 31.00 35.00
17 1.00 1.00 3.00 2.00 2.00 3.00 2.00 2.00 31.00 15.00
18 2.00 3.00 2.00 4.00 4.00 1.00 1.00 1.00 37.00 27.00
19 1.00 3.00 4.00 2.00 4.00 1.00 1.00 2.00 32.00 22.00
20 2.00 3.00 3.00 3.00 2.00 2.00 2.00 2.00 32.00 21.00
21 1.00 4.00 4.00 2.00 3.00 1.00 2.00 3.00 22.00 19.00
22 2.00 4.00 1.00 4.00 4.00 1.00 1.00 1.00 41.00 19.00
23 2.00 2.00 3.00 4.00 4.00 1.00 1.00 1.00 37.00 22.00
24 1.00 2.00 4.00 3.00 3.00 2.00 2.00 2.00 37.00 13.00
25 1.00 1.00 3.00 2.00 2.00 3.00 2.00 3.00 26.00 16.00
26 1.00 1.00 3.00 1.00 1.00 2.00 2.00 3.00 28.00 16.00
Profile of Martin
Martin was born into a farming family in a large wheatbelt town 150 km from Beganup. He
attended the local primary school, but was sent to a boarding school in the city for his high
school education. He completed a degree in history and a Diploma in Education. Martin’s
15 years teaching experience included both country and metropolitan schools, but he has
never taught at a district high school. His current professional interest is in the rise of
middle schooling. He has recently been appointed learning area coordinator within a new
metropolitan middle school.
Martin has completed the four coursework units required for his Master of Education
and is looking for a suitable topic within his interest area for the four-unit thesis
component needed to complete his masters degree. He is interested in the influence of
local community interaction with the school community in influencing educational
change. The middle school development at his new school was initially the cause for
community unrest and dissatisfaction with consultation practices.

Martin’s notes to his supervisor, Jean (1)
MEMO
TO: Jean
FROM: Martin
DATE: 28th August
Hello Jean.
I think I’ve found a topic that I can follow up for my Master’s thesis. After talking to
you last week, I am quite sure I want to do a qualitative study and my interest area is
still broadly focused on the interaction between schools and the community. I’ve
found a few interesting articles to follow up, but haven’t got very far, what with
starting work again. I’m beginning to get a better appreciation of some of the
notions of qualitative research now, especially after following up your suggested
readings. Thanks for the help.
I was talking to Sarah (we are often working in the postgrad room on the weekends)
about her study of community attitudes towards school closure, and she showed me
her data. I had been following the case in the paper and was intrigued by the conflict
in the letters to the editor. Such passionate responses! Anyway, since I’m a country
product myself, I was thinking I could look at the parent responses to the proposed
closure of their local school. Seems plenty of scope for a qualitative study. What do
you think?
I’m driving home for a family function for the long weekend. I think I’ll call in to
Kingston and just look around the place.
Regards, Martin.
MEMO
TO: Jean
FROM: Martin
DATE: 8th September
Hello Jean
I called in to see Kingston on my way home. You were right – it does have a beautiful old
Town Hall and a Mechanics Institute. Not many people to be seen, though. Shops shut
and streets pretty much empty. Still, the school was closed for the holiday. The primary
school is a nice old building – the secondary bit looks ‘functional’. Gardens are great,
though. Floodlit basketball courts. It looks like money and time have been spent around the
school grounds. I spoke to one of the local women while getting petrol. Seems the
question of school closure is quite divisive in the town. Some of the newer residents view
the whole thing differently. Now I’m really curious! Bumped into an old school friend at
the family function. She’s married to a local Kingston farmer and is employed as the
Admin officer at the school. She certainly seems to know what is going on. She would be
a very useful contact if we decide this topic is OK. I’ll give you more details when I see
you next week.
Regards, Martin.

MEMO
TO: Jean
FROM: Martin
DATE: 7th October
Hello Jean
I read the Spindler article you gave me, and can see why an ethnographic approach
would suit my interest in mothers’ perspectives on issues surrounding school closure.
It was really interesting, and I could picture myself in there carrying out the study.
However, I just don’t think I can spend enough time in Kingston to conduct a “good”
ethnographic study. I work here in the city, and simply couldn’t get away enough to
become an insider in the town. I know I have a couple of good contacts in Kingston
who could become key informants, but I think I’ll have to use some method that isn’t
so demanding of my time in the field. I can visit and interview on weekends and
school holidays, but any other plans for on-site data collection simply wouldn’t
work. Shame. I liked the idea of concentrating on ethnographic methods.
See you in a couple of weeks,
Martin.
MEMO
TO: Jean
FROM: Martin
DATE: 28th October
Hello Jean
I’ve been working my way through the narrative readings. I like Bruner’s notions of truth-
likeness and using story to develop an individual understanding of a phenomenon, but I
haven’t really decided yet. I tried developing a conceptual plan and some structure for data
collection, but am still a bit anxious about the level of language required and an
expectation of my understanding critical theory. All very new to me. Obviously not as
simple as just telling a story! I’ve attached my rough plans. See what you think.
Regards, Martin.

Martin’s notes to his supervisor, Jean (1)
MEMO
TO: Jean
FROM: Martin
DATE: 8th November
Hello Jean
I’ve included a draft copy of my proposal. Hopefully there won’t be too many
changes needed before I can send it off for review. I am much more comfortable
with using Grounded Theory as the conceptual underpinnings of my study. I like the
structured feel to it. Your suggested readings were very helpful, and I found some
others in the library and on the web. E-journals were a great source as well. I
included a preliminary plan for data collection.
I have identified five key mothers to be interviewed before the end of the year,
assuming we can get through ethics clearance in time to interview before the school
holidays start. This will provide me with a sense of the current concerns . I’ve
focused my interview questions on exploring the current perceptions of mothers at
the school, which I can refine before I do the rest of the interviews next year. This
will mean that if the closure really does go ahead, I will have interviews from before
and after the closure – should provide some interesting perspectives. I’ve had lots of
local interest in my study, so I’m not expecting to have any trouble finding another
seven mothers to interview. That will give me a total of twelve mothers - five before
the closure and seven afterwards. I’m also planning to run two focus groups towards
the end of the first school term next year, to pick up any changes in concerns and
attitudes. So far, the mothers are very interested in having an opportunity to talk
about the closure. They seem quite threatened by it all. I’m pretty sure the five key
mothers will be cooperative, as my informal contacts in Kingston seem to indicate
these mothers are keen to take part in the study.
I look forward to your comments and suggestions. I’ve included a brief outline of my
planned research design.
Regards, Martin.
Research Plan Outline – Martin Kafka
Project Title: The impact of closing a rural school: A mother’s perspective
Phase 1: Literature review – ongoing throughout data collection and analysis phases
Phase 2: Data collection prior to the end of the school year (2005) – and prior to the close
of the secondary section of the school.
Data will include
¬ Interviews in late Term 4 with five key mothers
¬ School demographic data
¬ Informal observations and conversations with members of the school community
¬ Formal observations at school and community meetings
¬ Other appropriate case study data
Phase 3: Data collection in the new school year (2006) and after the closure of the
secondary section of the school.
Data will include
¬ Interviews in Term 1 with seven more mothers
¬ Two focus groups in Term 2 to follow up on issues raised in the interviews. The
focus groups may include some of the mothers interviewed, as well as different,
interested mothers.
¬ School demographic data
¬ Informal observations and conversations with members of the school community
¬ Formal observations at school and community meetings
¬ Other appropriate case study data

MEMO
TO: Jean
FROM: Martin
DATE: 25th November
Hello Jean
Jean – thanks so much for your support yesterday during the dreaded ‘Proposal
presentation’. I must admit, it wasn’t nearly as difficult to do as I had thought it
would be. I was quite relieved (and flattered) to listen to my reviewers’ comments –
they obviously thought my research topic was interesting and would provide useful
information about country schools and the role of the school community in decision
making processes. I was hoping you would have time to meet me next week so we
can discuss the reviewers’ comments and complete the process so I can get ethics
clearance to interview some of the mothers before the end of the school year. I’ve
already started addressing some of the reviewers’ comments about methodology, so
it hopefully won’t take us too long to sort through the suggestions. One or two
comments puzzled me, though, and I hope you can help me understand what the
reviewer was indicating.
I must say I’m very relieved to have completed that stage of the thesis process
though, Jean. Now for the data collection! I think I’ll really enjoy that stage. I’ve
also started to outline some open-ended questions for my interviews. I didn’t realise
how hard it is to make sure the questions are open-ended. I’ll show them to you when
we meet next week.
Let me know when it would be convenient to meet.
Regards, Martin.
MEMO
TO: Jean
FROM: Martin
DATE: 30th January
Hello Jean
I hope you had a great Christmas holiday. I have been busy getting organised for my
next batch of interviews in Kingston. Seven more mothers for my study this time. I’ll
be very interested to see if their concerns are similar to the initial five. Did you notice
that the closure of the High School section went ahead? Very little press coverage,
and only one letter to the editor from a local mother. The local community is quite
fractured over the Christmas break, of course, with school staff on leave and many
families taking their annual couple of week’s break. I’m not sure what reaction I will
get from the mothers this time – disillusionment? Anger? They were pretty upset in
December, so it will be interesting to see how the community copes with the fait
accompli. I have revised my question focus to reflect the closure rather than the
proposed closure. I have attached a copy of the ‘new’ questions. See what you think.
I was a bit unsure about how many questions to include, but last time the mothers
didn’t need much prompting, so I’m hoping to get the same reaction this time. Of
course, some mothers will now have children travelling to Beganup. It will only be a
week or so into the new school year when I’m interviewing, so the mothers’
impressions will be very new.
I’ll keep in touch and let you know how the interviews are progressing.
Regards, Martin.

Martin’s Field Notes
November
Interesting to be back in Kingston – this time meeting with some of the parents
instead of just driving through and looking around. My friend had done a great job
of arranging for a small group of parents to talk to me. The timing was perfect – the
afternoon before a P&C meeting at the school, so I got a double dose of opinions.
Interesting exercise – some of the opinions expressed at ‘my’ little meeting were not
mentioned at the P&C meeting, but then some of the men were much more vocal at
the P&C meeting. Heaps of people at the P&C meeting– they came out of the
woodwork for the meeting, I think. Where did they all come from? Didn’t see many
people around the town in the afternoon. Must have driven from all over the place.
Very political overtones – threats etc. Lots of ruffled feathers, it seems. I think I
caught glimpses of the politics of the local community at that public meeting. Now I
have a sense of who the key players are. Janice certainly held her own at both
meetings – well prepared to organise the community into resistance. Sharon didn’t
turn up to the night meeting. Shame – she had some interesting and different views
to most parents. Dianne and her husband were there. He was quite outspoken. I
didn’t realise how strong the school community views were about the closure – quite
a sense of anger and frustration. The women interested me at both meetings – their
comments seemed much more focused on the immediacy of the impact on their
children’s education. Quite a few talked about the lack of flexibility in the plans for
the proposed closure and seemed to have some quite practical alternatives. They
could see long term detrimental effects for their children’s education. Heated
discussions about buses – seems there is a complicated set of regulations about who
can catch the bus and where they can get on and off. I’ll need to figure all that out
before I interview anyone. Still a mystery to me. Noticed a few ‘fear of the big bad
school world’ remarks from some mothers.
The inside of the school has that same impression of clean, cared for but a bit run
down that I got when I drove past in September. Nice old building. Secondary
section is soulless. Meeting was held in the ‘nice’ part of the primary school – the
staff room, I think. Was definitely a family affair – including grandparents!!! Great
supper. Quite a social occasion. I was introduced as a Masters student from ECU
interested in the closure. Just as well some of the locals recognised me as ‘almost’ a
local – otherwise I think the group would not have been so open with their
comments. Being ‘country’ helped me. Must remember to figure out the proportion
of parents who attended this school to year 10. Only a couple of the teachers were
present. The principal, of course, and the male deputy. Must ask Sarah to fill me in
on some of the background to the school perspectives and personalities.
A well worthwhile trip. Lots of ideas now about who to interview and what to ask.
Will talk to Jean about it all.
Martin’s letter of consent
Title: The impact of closing a rural school: A mother’s perspective
Hello.
In confirmation of our earlier conversation, my name is Martin Kafka and I am a
masters student at Edith Cowan University. I am presently undertaking a study of
the changing provision of human services to rural communities. I am aware of the
possibility that the high school section of the school at Kingston may close. I would
like to develop an understanding of how mothers of school aged children in a rural
community respond to this potential change. I plan to develop this understanding by
interviewing several mothers within the community whose children will be affected
by the proposed school closure. I would be grateful if you would agree to participate
in this study.
If you agree to take part in my research, it will involve an interview lasting
approximately half an hour. I would like to tape the interview and provide you with
a transcript, which you will be able to edit to your satisfaction. We can arrange a
mutually convenient time and location for the interview, to allow maximum privacy.
I will treat all information with the strictest confidence. No person will be mentioned
in my thesis by name or in such a way that they can be identified. Participation is, of
course, entirely voluntary. You may withdraw from the study at any time. The
project has been approved by the ECU Human Ethics Committee.
Please feel welcome to telephone me on xxxxxxx to discuss the research project.
Alternatively, you may prefer to email me at mkafka@xxxxx. I would be happy to
meet with you when I am next in Kingston. I would like to involve as many mothers
of students currently attending Kingston District High School as possible, as I
believe studies such as the one I am undertaking are of great importance to rural
communities.
If you are willing to participate in the study, please sign the statement below. If you
would like to speak to my supervisor, contact Professor Jean Brody, 937x xxxxx,
email j.brody@xxxxxxxxx. If you would like to speak to an independent person, you
may contact ECU’s Human Research Ethics Officer on 6304 2170 or email:
research.ethics@ecu.edu.au.
I look forward to your active participation in this study.
Martin Kafka.
M Ed student, ECU

Project Title: The impact of closing a rural school: A mother’s perspective
Consent Letter
I ( ________________________________________ ) have read the information

above and any questions I have asked have been answered to my satisfaction. I agree
to participate in this study, realising I may withdraw at any time.
I agree that the research data gathered for this study may be published provided I am
not identifiable.
________________________________________________________
Participant Date
Plan for initial five interviews before school closure
Jean – here are my interview plans for the initial interviews with the five key mothers
I identified earlier.
The interviews are to gain the mothers’ perspectives and opinions on the following
issues identified from November meetings, newspaper articles and demographic
information from Sarah:
• Personal background
• The government
• Living in the bush
• The importance of the local school
• Stories of how the school played an important part in their lives
• The likely effect on the kids
• The likely effect on the community/themselves
• Any alternatives considered feasible

Although the interviews will be tailored to each participant, the general issues
outlined above will remain intact.
I will use pseudonyms for all my data that I share with you about my ‘mothers’.

This is the data related to ONE of the five mothers interviewed at the end of the
school year 2005 – and before the actual closure of the secondary section of the
school.
Profile of ‘Janice’
Janice Geoffrey married into one of the local farming families and lives 20 km out of
town. Her husband and his brother are now running the farm, and supporting his
parents who also live on the property. Janice and her husband both completed their
education at Kingston DHS, and now (2005) have a daughter in Year 3 and a son in
Pre-primary. Janice is very upset about the closure of the school and is determined to
do all she can to oppose the decision. She is president of the Kingston Netball
Association and has placed the issue of fighting the closure on the agenda for the
next meeting. She does not want her children spending several hours travelling in a
bus each day, and is concerned with the prospect of whole families of children
leaving Kingston Primary School for Beganup Primary School, which is on the same
site as the Senior High School. She believes her children benefit from the close-knit
community atmosphere in the small district high school and does not want her
children to begin high school in a large, impersonal and not necessarily safe
environment. Janice has a friend in Beganup who told her about drugs in the High
School. She wants to protect her children from the influences of the antisocial
adolescent behaviour she reads about in the Beganup community newspaper.
Interview questions: Janice
1. Hello Janice, etc. You’ve lived in the area for quite a while, haven’t you? Did
you go to school here? Did you enjoy it? How old are your children? Do they
enjoy going to school? Would you be happy for them to continue on to Year 10
here?
2. I have been following the publicity surrounding the proposed closure of your
school and couldn’t help being impressed with your letter to the editor. You
obviously feel very strongly about the closure. Why do you think this has
happened?
3. Your letter mentioned organising protest meetings. What community support are
you expecting? How do you expect to be able to influence the decision?
4. What aspects of country schooling and family life do you think have been
misunderstood by the people making this decision to close the high school?
5. You obviously think the school is worth fighting for. What do you see as the
strengths of the local school here in Kingston? For primary aged kids? For high
school kids?
6. Your children are still in primary school, so they won’t need to travel to
Beganup for a few years yet. I noticed that some parents of primary aged
children have already decided to shift schools. How do you see this trend
affecting your school?
7. What future do you see for the local Kingston school?
8. Thanks, etc. Will send you a transcript of the tape as soon as possible. You can
read it through and edit if necessary. Please contact me if there are any issues we
raised that you would like to reconsider.

Interview
Interviewer: Martin(Q)
Interviewee: Janice (A)
Q Hello Janice. Thanks for letting me interview you. As we mentioned when we

had our phone conversation, I am doing my Masters at Edith Cowan and I am
particularly interested in the controversy about the closure of your local school.
I am going to be doing a qualitative study so I am interviewing several mothers
in the area. I am interested in looking at and developing an understanding of
mothers' perceptions of the change and how it will affect them and perhaps
affect their children.
I sent you a copy of the consent letter so we will just go through some of the
things in it again before we get started. As you know I am asking you to take
part in an interview of round about half an hour. I'll tape the interview. I've
brought along a tape recorder. It is only a little one, so you will get very used to
it being here.
A Okay
Q Once I have finished this then I will go away and transcribe it and send you a
copy of it. Um, obviously I will keep everything confidential and you can pull
out at any stage of the study. I will be interviewing other people in the
community so as much as possible I will hide your identity. You are welcome
to contact me at any time. I have given you my phone numbers there and once
you get a copy of the transcript if you want to edit it, or add any extra comments
then feel free.
A Okay
Q And you need to sign there.
A Okay
Q So, I will start off the tape. You have lived in the area for quite a while haven't
you? Did you go to school here?
A Yep. We are third generation farmers around here at Beganup. Went to school
here, primary and district high school as well. Yea, it is just a shame they are
shutting it down.
Q Your children going to school here, don’t they? How old are your children?
A I have got Stuart in Pre-Primary, he is turning five and I have got Carmel in
Year 3, she is going to be turning eight this year.
Q Do they enjoy school?
A Oh they love it, I mean we all love it, it is part of the community, I mean they
know everyone. There is no Year 1s or Year 2s I mean now when they
disappear behind the doors but apart from that they have the run of the school,
they mix with the older kids, it is just great.
Q So you would be happy for them to continue on to Year 12.
A Oh, absolutely it is just a really nice school, it is not big, they don't get lost and
they know who everyone is, it is just great.
Q I have been following the publicity surround the school and I couldn't help but
be impressed with your letter to the Editor.
A Laugh. Yea. I feel funny but I have to tell you.
Q You obviously feel very strongly about this closure. I was wondering if you
could explain to me why you think it has happened.
A Oh. Well I can tell you why it has happened. Some bean counter sitting down
in Perth who has done his numbers, we don't fit into the right little box so he has
rubbed us out. I mean it is just amazing and you are right about my letter, I
mean I am so angry about this, the way it has been done, how the kids just have
to, oh, you know, well you know - they have to go to another town miles away
and we were just, it was just a slip of the tongue that we found out about it, so
that is why I wrote to the Editor because I think our community needs to stand
behind our school and save it. I mean it might just be a school to them but soon
it could be our post office, our bank, it leads to other things, it is just shocking.
Q Your letter mentioned proposed meetings and protest meetings. I was
wondering what community support do you expect to get and in what way do
you think your protest will be able to influence decisions?
A Well you have lived in a country town and you know what it is like. We are
farmers we are probably a bit slow to react but when we do we come out
fighting. I'm head of the Netball Association here in town, I am Captain of the
team and I have put it on our agenda because the women here that's one of our
focal points, apart from the CWA. We feel very strongly about this so we are
going to organise community drops, leaflets and we are also in a marginal
electorate so everyone votes here and they are going to know about this in
Canberra as well as back in Perth. It is just not on and if they think they can do
it, then they are just going to have to re-think it.
Q They are in for a surprise?
A Oh, absolutely. I mean as they say we are slow to the boil but once we get
there. I mean the whole town feels strongly about this, it is not just the parents
that send their children to the school, it is probably the old peoples home who
go there for afternoon tea every now and then, into the High School, I mean it is
just everybody who radiates around the school and to take it away, the High
School part of it, it is just not on, it really isn't.
Q Janice, what aspects of country schooling and country family life do you think
might have been misunderstood by the people who made the decision for this
closure.
A That it a really good question, in fact I can answer it from reading the Western
Farmer the other week. You know the Pastoral and Graziers Association puts
out a magazine. They had a great article about middle schooling. Well that's
what we are able to do here. We have got from Year 7 to Year 10 in together
and we are able to, I mean it had all the research in that article of why Middle
schooling is really a good thing and I think it really pertains to our school here.
I mean it is really close, they do lots of peer tutoring across the grades and I
don't think those sorts of concepts get out into the wider community, especially
to accountants and bean counters in Perth who just do the economics of it. I
mean lots of people have said well don't you want your kids to go to a bigger
school and have more kids to play with, in the High School or socialise with,
there is more opportunities for better programme variations for doing different
things and I actually say that is a lot of rot, I mean we have a great community
here. Lots of input into the school so the kids actually do things through the
community through the school, in the High School area, and I don't think that
that's known outside of here and the other thing is when they say there is
programme variation, I have got friends on a station outside of Carnarvon
whose kid does Japanese on a virtual campus. I mean I don't understand why
we can't be flexible in our approach, it just seems to me they have got one idea
of how it should be and if we don't fit the numbers then we are off the bill.
Q You've got some sort of Distant Ed facilities at the school already, haven't you?
A That's right, and we have also got really good tie ins to TAFE so there are
courses run that the kids can do here. We are in close monitoring with their
tutors as well so if the teachers don't have time or are stretched, also parents
come in and help with those things. People out in the community have those
skills that those children are learning about. It's great.
Q You obviously think that the school is worth fighting for.
A Absolutely.
Q I was wondering if you could tell me what you feel are the strengths of your
school, your local school for primary students and also for the secondary
students.
A For the primary kids I think it is great to have the older kids at school with
them. I mean they look after them, there is really give and take amongst the
ages and I really like that. As I said it is not just Year 1s playing with Year 1s
but they could be with the Year 9s or whatever doing collaborative projects and
you know stuff in the playground.
Q Not the age grouping.
A Absolutely. I mean it is really close like that so they know them. I mean a lot
of the kids in the school are related and people might laugh at that hillbilly
aspect but it is really nice that they are with people that you know well. The
other thing is with the High School, I mean the High School in town, in the
bigger town, has got lots of problems, it is a really big High School. Other
schools have been closed down, the kids are bused in, they have got really big
bullying problems, they've got, well there is drugs and I mean we know if
anything, I mean it might sound like we don't, but we are parents we know if
something is happening in the school that is untoward or if there is any
strangers hanging around, we know, so I really like that sort of, you can keep
your kids not cotton wool balled, but just protected and I just would hate to see
them pushed off. The other thing is we have got quite a big Aboriginal
population and we get on really well, we have lot of cross cultural types of
things happening in the school and with one bus going into town to school if
they are not on that bus they don't go and let me tell you getting them on that
bus is going to be a really big problem. I mean, especially with the primary
school kids and the upper high school kids, if anyone sees them in town not
going the right way they sort of give them a hurry along and they get there
eventually. But one bus there is no way they are going to be on it.
Q You have got growing numbers, haven't you, in the primary area?
A Well that is the other reason, it is just totally ridiculous. We have got a really
big Pre-primary group, kindergarten starts through the Education Department
next year on this Campus at this Junior High School so we have got a really big
Pre-primary group, really big numbers in the junior primary, 1, 2 and 3, so we
are going to have the numbers to support our District High School in about
another four years time, so again, you know it is just one of those, we don't
make the numbers this time, rub out the box and when we do we will worry
about it then. I mean it is ridiculous.
Q Your children are still in Primary school and so, aren't going to be faced with
having to travel to Beganup for quite a while yet but I also noticed that some of
the local parents have already decided to shift their children out of the local
school and send them by bus to Beganup. I was wondering how you see this
trend affecting your school.
A Laugh. You have picked a really good topic and this is what the town is just
furious about.
Q Yes, I have noticed.
A I won't mention names but it just makes me spit, you know. Why they can't
support what is in town here, honestly if we don't support it as a town then it is
just going to go, it might be the District High School now, what's to say that all
the kids can't get on a bus and go to a bigger school in town. I mean we have to
support what we have got and so when you don't and when there is a fracture, if
you like, in our community group then we have got no power at all. Yea, do
don't start me on that.
Q Laughter. I won't. What sort of future do you see for the local Kingston
school?
A Well I actually see it as a really healthy future, I mean they are saying that the
decision is made but I think, and I know, that decisions can be overturned, all
right, I mean as I say it is a marginal seat. This is going to be a very hot
political issue or we are going to make it so. Um, so I actually see that they
might have made the decision but with the numbers coming through and with
the ground swell of community support, I think we might get it overturned.
Q Do you have any other comments or issues that you would like to raise that I
haven't thought of here?
A I think it is this issue of the bus, I think that is a really big one and farming
communities with their kids going hours on a bus because you know we had
this man come down and say that it is just sixty ks, that is just sixty ks from our
town to the major town but it is a fifty k circle route to pick up the kids so they
do, some of them do 110 plus to get to this town, so we are talking an hour and
a half on the bus going an hour and a half on the bus coming back. So we have
got kids leaving home quarter to seven. Now we are in a recession in our
farming community so our kids are actually our farm hands at the moment and
that might sound a bit like slave labour but we can't afford to employ any hands
so they have got chores or jobs, they have got tasks to do at home before they
get on the bus.
Q Even the little ones.

A Oh absolutely, look we are harvesting at the moment. Before my kids get out
the door to school they have got to feed the dogs, they have got to go down to
the chooks and do that and they have to feed the poddy lambs that are in the
yard so you know, I have already left to go and take breakfast out to the boys
and then we have to fill the fuel trucks, we have got to get everything ready for
harvesters, and they are on harvesters all day, so when the kids come back they
have to take the afternoon tea and the dinner out to the men in the field, it is just
full on for everybody, so to do that on top of a bus trip it is just going to put so
much pressure and stress on families.
Q So you are really going to fight this.
A Oh absolutely.
Q Thanks, Janice that's been really helpful. I'll send you a transcript as soon as
possible and as we said you can edit it and contact me and if there are any other
issues that you think of then please feel free to contact me and we can discuss
them or have a second interview.
A Absolutely I'll let you know how it goes.
Q Thank you.
This is the data related to ONE of the five mothers interviewed at the end of the school
year 2005 – and before the actual closure of the secondary section of the school.
Profile of ‘Sharon’
Sharon Renaldi shifted into the Kingston district several years ago to take up a lucrative
business offer. She is a single parent and currently (2005) has a son in Year 8, and twin
daughters in Year 6. She has been very disappointed with the choices available for her son
in the Kingston Middle School of 35 students, but has no complaints about the primary
school. She can see huge curriculum and sporting advantages for her son transferring to a
large senior high school like Beganup. Despite her twin daughters being very happy at
Kingston DHS, Sharon is determined to send all three children to the same location each
day to ease after-school collection complications, so the girls will travel with their brother
by bus to Beganup. Sharon runs the local video store, and has been having financial
problems maintaining the business in the economic downturn. She is seriously considering
selling the business and shifting to Beganup if the children settle comfortably at the new
school. Sharon’s views are not popular within the district and her outspoken opinions are
beginning to impact on her regular customers.

Interview questions: Sharon

1. Hello Sharon, etc. As you know, I’m interested in developing an understanding
of how mothers of school aged children in a rural community respond to the
impact of closure of the local school. When we were talking on the phone, you
told me you hadn’t lived in the area for very long. I’m interested to know why
you chose Kingston as a place to work and educate your children.
2. The decision to close the high school section of the school has obviously upset
the local community. What impressions have you formed about how the parents
in particular see this closure affecting their children’s education?
3. How do you see the closure affecting the long-term prospects of the community?
4. How have your children settled in to the school? What do they think about the
proposed change of school?
5. You children walk to school at the moment, but will be faced with quite a long
bus trip each day. How do you think they will cope with the travel time? How do
you feel about this aspect of the change in school?
6. You expressed some concern about the educational opportunities currently
available for your son at the local Kingston school. Tell me about these
concerns. Do they also relate to your younger children?
7. I gained the impression that your opinions regarding the school closure are
contrary to many of the local views. Does this conflict appear to be affecting
your business at all? In what ways?
8. I’d be interested to hear your impressions of why this closure has been proposed
by the Education Department
9. Are there any other issues related to how the school closure will affect you and
your children you would like to discuss?
10. Thanks, etc..
Interview
Interviewer: Martin (Q)
Interviewee: Sharon (A)
Q Thanks for letting me interview you Sharon. Now that we have our coffees perhaps
we could get started on the interview. As you know I am a masters student at Edith
Cowan and I'm very interested in the current controversy about the school closure at
Kingston. I am going to be doing a qualitative study and I'm interested in parents’
perspectives and in particular mothers’ perspectives of how this school closure might
affect them, their children and their education. I sent you a copy of the consent form.
Have you had a chance to read it? We need to go through that before we start. Do
you have any questions?
A Well I did read it and I am happy about signing it. I have brought a pen and I have
brought the form. I just wasn't completely clear, like what exactly you were hoping to
get out of your, like what it is you wanted to find out.
Q I am interested in country schools. I grew up in a country town. I went to primary
school but I was sent off to boarding school when I was twelve so I have some sort of
concept of what it is like to do primary school in a country town and some sort of idea
of the importance of the school in the community. I wanted to do a qualitative study
and I wanted to have a look at the views of the parent body. I chose to have a look at
mothers and how they felt about the closure a because when I was reading about the
closure in the paper there seemed to be quite a lot of heated discussion surrounding it.
I am going to be interviewing several people, several women in the community to get
their perspective on what is going on.
A Is that like, for a course or something or is it like you are hoping to.
Q No. I am going to write about it as a thesis. So it will be written up as a thesis and it
will be stored in the library.
A Will it be in the newspapers?
Q No it won't be in the newspaper, unless I present the information at a conference and
there happen to be newspaper people there who interview me.
A Right, okay, just so I know. Okay, do you want me to sign this now?
Q There are a couple of things I should go through again just to make sure you
understand that you can pull out at any stage.
A Yep, yep.
Q I am interviewing other people but your comments will be confidential. I expect the
interview will take us about half an hour and I will give you a copy of the transcript.
You are then free to edit it at leisure and contact me. You have my phone number
there, so contact me at any stage if you have any other questions.
A Yep, that's fine.
Q So if you are right we will get started. I've got a tape recorder here. It is only little,
fairly unobtrusive but it is quite powerful so it should be fine outside. I would like in
a few minutes after asking the first question if you don't mind I would like to just
check to see how it is going in terms of recording because if it is not very clear then it
is going to be difficult for transcription.

A Yes, that is fine by me.

Q Right. When we were talking on the phone you told me that you haven't lived very
long in the area and I was interested to know what made you choose Kingston for
work and also for your children's education.
A I suppose I chose Kingston because I thought it was a nice place but also I had an
opportunity with the business and it seemed like it would suit me. The time I came
the kids were pretty little and it seemed like it would be pretty convenient with little
kids and um, I mean, why do you choose one place over another. This seemed like a
good choice and I have been happy with it actually, you know, I mean it is hard to
exactly say why.
Q You have three children don't you?
A Yep.
Q You have a boy and twins, I believe. All at the local school.
A Yeah, yeah.
Q Are they happy?
A They have really enjoyed it here. Actually it has worked out really well and I think I
made the right decision as far as that went. Um, yea I think it has been great.
Q The decision to close the school, or the high school section, has obviously caused a
lot of conflict in the community. I was wondering if you could give me your
impressions of how this closure is impacting on the parents and how they are feeling
about it. I thought with you interacting with a whole lot of the community through
your business you might have formed some impressions.
A It is partly through with expectations. You know it has been talked about for a while
but talking about and doing are very different and just because something is talked
about doesn't mean it will happen. I think when it actually, now that it, you know it
hasn't happened but like we have been told, I think people just feel a bit of shock
because it wasn't what they were expecting and um, it may be that it is not as terrible
as it seems but you know you have your expectations and you imagine your kids
being in a particular class with particular kids and you know, it is all known I
suppose. It was known and now it is a little bit unknown.
Q How do you see the closure affecting the long-term prospects of the community?
A It is a difficult question to answer. I mean people look at the immediate sort of
situation and say well maybe that's going to be one family move out of town or
something like that. I suppose the way I look at it is I see the community as being
like the people we interact with and I don't think it is just this town, I know people
sort of talk about Kingston, Kingston, Kingston, Kingston, but I mean they jump in
their cars and go up to Bega to buy take always so maybe you know, they should be
just looking a bit bigger picture.
Q A bigger picture.
A Yeah yeah.
Q What do your children think about the proposed change of school?
A They feel worried about it because they talk to the other kids and the other kids are
worried about it, I think, er, I don't know, in some ways they think that maybe the
kids that they interact with will now be going with them, because I said to you that
my kids have decided they want to go to Bega, but I think because it is a small
community they would rather their friends had what their friends want even though in
a sense they are gaining from it so it is a bit of a loss to them in a funny kind of way
also.
Q Perhaps just in the immediate situation, not in the long term.
A Yeah, well I suppose some kids really aren't happy with the change you know it
actually might be quite difficult for those families so we just don't know yet.
Q Your children walk to school at the moment but they are faced with the prospect of
long travel times in a bus. How do you think that this will affect them and is it going
to affect you in any sense in terms of organising your business?
A Well, they know how far it is and well we made the decision as a family and they just
felt that, well we have kind of looked at the pros and cons and that was what was right
for them. James wants to do, Air Cadets and that is after school and there is all that
stuff to do with that so he won't be catching the bus back anyway on those days. I
will have to go in and get him and it is quite, you know, I mean looking after kids and
organising stuff involves a bit of that sort of inconvenience and I think that there will
be some inconveniences for them but then there will other pluses, there will be things
that they can do that they can't do now. It is kind of like six of one and half a dozen
of the other.
Q Okay, Sharon, before we go any further I will just check the tape to make sure that it
is playing, okay it will only take a minute. When we were talking on the phone you
expressed some concern about the educational opportunities at the current school for
your son in particular. I was wondering if you could explain to me what your
concerns were and whether the same concerns would affect your twins in the primary
school. You were a little bit concerned about the lack of opportunities in the small
group of 35 children that make up the year.
A For James’ class, right
Q And for any potential Year 9 and 10 it would be, so you were concerned about the
lack of opportunity and that, I got the impression that was one of the reasons why you
weren't uncomfortable about shifting him onto that bigger school.
A Oh he decided that before things changed so it was just really what he wanted and
where he was up to and um, I mean I don't really see it as a lack of opportunity it is
just that particular opportunity wasn't what he wanted and um, you know that is just
where he is up to, like he is at an age now where he wants to just do more kinds of
things that he can do by changing and the girls, I mean the girls are just at an age it
was partly wanting to stick together but I mean that on its own wouldn't be enough, it
was partly that um, being twins they spend a lot of time together and they mainly play
with girls and really there is only two other girls in their age group and um, they just
sort of I think just were quite, I mean they will still be friends with those two girls but
they will see them just as, you know they will see them pretty often and they will end
up in high school together, they just felt like they were ready to look around the world
a bit and um, you know, go to more shops other than their Mum's shop sort of thing.
Q Sure, I gained the impression that your opinions regarding a more lateral view of
thinking of school and travelling and particularly of taking your younger children out
of the primary school weren't very popular in the community. I was wondering if this

had had any impact at all on your business or whether you felt that it might affect
your thoughts about staying in the community.
A Well, I think it is different I have made a different choice, or we, as a family have
made a different choice but I don't think it is different in that the people who want to
stay well that is their choice and I can see that and probably if my kids were slightly
different kids or you know I didn't have twins or whatever I would make the same
choice but um, I mean I think er, the decision I have made is, well if people are
concerned about it they haven't said anything to me so um, maybe they are concerned
but um, its, I mean I think the general idea that you have to really decide what is best
for your kids is pretty much accepted.
Q Sure, sure.
A From my understanding.
Q I would be interested to hear your impressions of why you think the Education
Department felt that they needed to close the school in this small community.
A Well I think that's probably what has been the hardest for people and I think I would
really support them in this, it is like we weren't given any opportunities to work out
how we could maybe, you know.
Q Be a bit more flexible do you think.
A Well maybe save money or have larger classes or you know less teachers or
something which would actually mean that we could have what we wanted. It was
like talking about that kind of thing and then suddenly it was all over and I think it
just seemed a bit unfair so I think like from someone in a little town like this you kind
of look out there and it doesn't seem quite right and you certainly don't understand it.
I mean, maybe you can explain but it wasn't explained to us and it seemed very
arbitrary.
Q Are there any other issues related to the closure of the school and the impact that it
might have on you and your children that we haven't talked about that you would like
to raise here?
A Well, I suppose there is just one thing that I would like to say is that I have felt really
happy with the school, you know, as a mum there have been a couple of times when I
have been a bit worried about something and you know the teachers are often quite
young but I, you know, when I have had a problem I have just, I phone up the office
and I just say I would really like to come and talk to the teacher and everyone has
been really fine about that and I have just talked it through and I felt that um it has
been a really great school for my kids and the fact that they are ready to move on is
probably is a sign that they have been successful not that there is anything wrong with
it and that is just something like I felt like it, you know, I just feel that I want to
acknowledge because I know that sometimes people say that country schools aren't as
good and things like that and I really feel that it has actually been a great school and
the fact that it has been so small has been one of the things that has really worked for
my kids and I think that is why some other people think that that is not a reason and I
agree, because it is small isn't a reason to say that it is not viable I mean because it is
small that it is really great and we love it.
Q The community school.
A Yeah, yeah.
Q Thanks for talking to me Sharon it has given me a lot of information and I really
appreciate your time. I will take that away and get it transcribed and send you back a
copy of the transcript.
A When you send the transcript could you photocopy the form because that has got your
phone numbers and things.
Q Sure, sure. And if you find a whole lot of other issues that you would like to take
about then perhaps we could organise another interview.
A Right
Q Thanks a lot, bye.

This is the data related to ONE of the five mothers interviewed at the end of the school
year 2005 – and before the actual closure of the secondary section of the school.
Profile of ‘Dianne’
Dianne Murray has two children in primary school in 2005. Her youngest son is in Year 3
and has been very ill with asthma. She has a daughter in the combined Year5/6 class, who
has been receiving reports of outstanding achievement. Her daughter is looking forward to
joining the small multi-aged ‘Middle School’ group next year, where she will be able to
work at her own level in every learning area. Dianne lives with her husband on a farm 15
km from town. She does not like her children travelling on public transport, so drives them
to and from school each day. She was able to secure on of the prized Teacher Assistant
positions at Kingston DHS for 2001 and has been very happy to be working in the same
environment as her children. She has strong beliefs about the role of the parent and the
community in her child’s learning environment and has seriously considered home
schooling as an alternative to eventually transporting her children to Beganup. Her son is
reported by the primary school staff to have very immature reactions to the other children’s
teasing and Dianne is constantly watching for any sign of bullying at the school. She has
grave doubts about maintaining her job if the high school section of the school is closed, as
numbers in the primary school are expected to drop as well. She needs the income to
supplement her husband’s income from the farm, as the bank is threatening closure on
loans. She angry and frustrated at the impact of a political decision on her job and her
children’s schooling, but isn’t sure what action she can take.
Interview questions: Dianne
1. Hello etc. As you know, I’m interested in the changing provision of service to
rural communities, and am particularly interested in developing an
understanding of how the mothers in a rural community respond to the impact of
closure of the local high school.
2. When we were talking on the phone you mentioned that you and your husband
have lived in the area for quite a while. Are you both past students of Kingston
District High? How has the school changed since you attended?
3. You have two young children attending the school now. How are they enjoying
school?
4. In our phone conversation you gave me the impression that you held very strong
beliefs about parents and local community members taking an active part in their
child’s education. I’d be interested to know how you see this acting out in the
Kingston school community.
5. In what ways are the school facilities used after hours ?How is this likely to
change?
6. You are employed at the school, aren’t you? Does your work involve interacting
in your children’s classes at all? How do you feel about this?
7. You obviously think the school should remain intact. What do you see as the
strengths of the local school here in Kingston? For primary aged kids? For high
school kids?
8. How did you find out about the closure decision?
misunderstood by the people making this decision?
10. There appears to be some concern in the community that the closure of the high
school section of the school will impact on the primary school. As a staff
member, what effect of the closure decision have you noticed so far?
11. What impact has the closure decision had on you and your family?
12. How do you expect to be able to influence the changes taking place?
13. Are there any other issues related to the impact of the school closure you would
like to talk about?
Thank you etc..

Interview
Interviewee: Dianne (A)
Q Hello Dianne. Thank you for talking to me. As we discussed on the phone, I am a
Masters student at Edith Cowan and I am looking a qualitative study of the service
provision to rural centres. I am particularly interested in the controversy in your
town about the closure of the school and so I am interested in finding out what
parents and particularly mothers feel about the impact of the closure and how it
might impact on themselves and their children's education.
Before we can get started we need to have a look at the consent form. I sent you a
copy and I have got another copy so that you can have my name and address on
here. As you know your participation in my study is going to be kept as
confidential as it is possible to be within the confines of the town. The interview
will last about half an hour and I will have it transcribed and send you a copy of
the transcription, you can edit it to your satisfaction and ask me as many questions
as you need to. You have my phone numbers there and of course you can
withdraw from the study at any stage. I am going to tape the interview. It is only a
little tape recorder, it is quite unobtrusive so you will forget about it in a moment
but first of all I need you to sign and I will get the tape started.
Okay. So here's a copy for you and you have got my contact numbers there if you
need me.
A Thank you.
Q Okay. When we were talking on the phone you mentioned that you and your
husband had lived in the area for quite a while. Are you and your husband past
students of this Kingston District High School?
A Yeah, yeah we are. My husband's family, they have been here for generations,
they came with the Group Settlement Scheme. My family not so long ago but we
both went to this school, yea.
Q How has the school changed since you were attending?
A Obviously it is a lot smaller. The, well the whole town has changed you know it,
there is not such a community feeling as there used to be. When we were kids at
school everybody knew everybody else that's really what I would like for my kids.
And that is why I don't want them to go to a bigger school way away.
Q You have two young children at this school now. How are they settling in, are
they enjoying the school?
A Yeah, yea they are. Um the girl particularly, she is doing really well, um the boy,
he is a little bit, you know, the older children sometimes they get on to him a bit
but um, I would say they are pretty happy at this school, particularly the girl, yea.
I am quite, I am happy with it but um, I am very disappointed about this decision,
yea very.
Q In our phone conversation you gave me the impression that you held very strong
beliefs about the role of the parent and the community in a child's education.
Could you tell me some more about this?
A Um, well I just think that um, you know, the community and parents play a big
part in children's education. Its not, we don't just dump them at school and leave
it to other people and um, for them to be part of a community, you know, we
want them to grow up being part of this community and so, um, you know, it
should be a community thing, the community should have imput into the school,
rather than it be a separate thing that is imposed on us by some department in
Perth.
Q Dianne, in what ways are the school facilities used after hours. Are they used at
all?
A Yeah, yeah they are. A lot of clubs and things like that so we use the sports
facilities and we have got a craft group that use the home economics room and
the sewing machines there and things like that. So we would use the school
facilities quite a bit I think for outside activities, dances and things like that we
can hold them at the school.
Q You are employed at the school aren't you? Does that involve interacting in your
children's classes at all and how do you feel about that?
A A little bit, yeah. I mostly work with the older children so I have had more to do
with my daughter's class a little bit this year and probably more as she gets older,
but it also means that I can keep an eye on them because with it being a small
school you know I can just check on them at recess and so on. If say my son, he
forgets things, I can check that he has got his lunch, he has got himself organised
and so it makes that very easy.
Q You obviously feel very strongly about the school being closed and you want the
school to remain intact. Could you tell me what you feel are the strengths of the
local school here for primary school kids and also for secondary school kids?
A Well I think the main thing is that it is small and its, everyone knows each other
and the teachers they care about the children, they know the family background
of the children, they are not someone from a long way away that is just a sort of a
blow-in. And it is a community thing. You know, I think it will help keep the
teachers in the school when there is a good feeling in the school rather than just
have a teacher come and go in six month or a year or whatever, we want to keep
our teachers and for them to be part of the community, so um, I think the school's
smallness is a real advantage, also the fact that the children can interact with
children of a different age so um, especially with our multi-age classes with the
group classes, I mean a lot of parents don't like that, they don't like split classes
but I actually think that it is really beneficial and it has certainly been good for
my daughter.
Q Dianne, how did you find out about the closure of the school?

A From the paper and rumour as you know, um so its very difficult to know what is
going to happen because you don't get very much information out of, well not out
of the Principal, and not out of anyone that you contact, so you know, you have
to draw your own conclusions a bit from what is happening but, it would be good
if somebody would actually come and have a meeting at the school and told the
parents what might happen and we would have some chance to put some
feedback. It seems like these decisions are made and we just don't have any
chance to contribute anything.
Q What aspects of family life and community life do you think were misunderstood
by the people who made this decision to close the school?
A Well, I just don't think that they have any idea of what it is like out in the bush.
And, so they don't have any idea of, they think it is all like it is in the City and I
think that with the Education Department and a lot of these big bureaucracies that
they, their primary purpose becomes not, it's become sort of looking after the
money, shuffling people around, they have forgotten that the end aim is the
education of the children in this State so it just seems that they are not really
thinking about that, they are thinking about you know the staffing requirements
and making, or not making money but um, putting money in different places it is
all driven by economy. Our children deserve as good an education as the kids in
the City.
Q There appears to be quite a bit of concern amongst the local community about the
impact of closing the high school section of the school will have on the primary
school section. As a staff member I was wondering if you could give me some
impression of the impact so far.
A Well I think it definitely will do, it might not be felt straight away but for sure
later on because we are not going to get those specialist teachers who can um,
maybe sort of interact with some of the primary school children, especially the
older ones and the ones who maybe show a little bit of aptitude for certain
subjects. For instance, my daughter, she is really into science and so on and she
can go to the high school science teacher and talk to them about various things so
they are getting that sort of specialist teaching when they are a little bit younger.
And I think that just generally the facilities are going to drop off, you know, the
sports etc, they are not going to keep those up. We are not going to have the
facilities of the high school they will probably tow the class rooms away
eventually because they are all demountables so it will just get run down and we
will lose it. It is really sad.
Q Dianne, what impact has this decision made on you personally and on your
family?
A Tremendous, it is a real worry actually. I mean my daughter, I have sort of
commented about her before she is doing really well and I just felt it would be
really good, the middle school idea would have been really good for her because
she would be in a multi-aged class, she would be learning at her own pace, she
would have the high school teachers to go to, and she thrives in a small
environment. If she goes to Beganup she is going to get lost and the same with
my son, I am not really happy about him going to a big school, not that far away
and having to get buses and so on. I am actually thinking about home schooling
but we will have to, I don't know whether I can actually take that on with the
farm as well but we will just have to see and um, and well the other thing is…
Q Your job.
A Yeah, that my job appears to be going, so obviously I am not very happy about
that because we really, it is not very much income but it is enough to make a
difference and um, it is going to be tremendously hard on the farm after this.
Q Do you have any sense that you will be able to influence this position to make
any change at all?
A Not really. I just don't know how I could do it. I mean we have tried writing
letters, we've tried the Principal, we have tried getting meetings together in the
community, but it just doesn't seem to have much effect. It seems to be like a
decision that has been made in Perth and it has been made and what ever we say,
even if they might agree with all our, all our points and so on, I think the decision
has been made and it is just not going to happen. I feel completely helpless really.
Q Thank you for talking to me but before we finish are there any other issues
related to the closure of this school and your role and the impact on your children
that you would like to talk about?
A I think we have more or less covered it all.
Q I think so.
A But I do think that sometimes there needed to be a bit more creativity, I mean I
think that if they had thought about it a bit more um, that maybe some of this
could have been stopped. I mean I have been to middle school, a middle school
forum and I have done a bit of reading about middle schools and some of the
middle schools have primary teachers teaching the middle school children. Well,
I don't see why they couldn't sort of look into that or maybe they should be some
training that is especially for middle school teachers so that they could teach
upper primary and middle school. So I think that you know they are living in the
dark ages. I just think that they could use a bit of creativity and provide some
facilities for our kids.
Q Thank you very much for talking to me Dianne, that has been very useful. I now
have a lot of information that I will be able to use for my study. Just before we go
just to remind you that I will send you a copy of the transcript which you can edit
to your satisfaction. You have my contact numbers there if you need to contact
me and if you have enough questions we might consider another interview. So,
thank you.
A Thanks.

Field notes from informal interviews
December
Notes from my visit to Kingston

I’m glad I decided to stay overnight in one of the local hotels. Lovely old building –
heritage listing I think. Could be a real tourist attraction. Had a good chance to talk to
a range of community members and staff while I was in town. The hotel staff were
full of opinions about the closure. Very strong views – the hotel manager was quite
upset about the expected impact on his business. He didn’t elaborate much, so I can’t
see how his projected loss is justified, but he certainly believes it is all about to
happen. The cleaning staff were very anxious about losing their jobs ( fewer
customers so reduced need for their labour?). Some very angry people in town. And
worried people – there is a real sense of doom here at the moment. Rumours about
the bank closing. The woman running the supermarket was really anxious about her
children travelling to Beganup each day. She was particularly anxious about football
practice for her sons. I gather they will either have to stay after school and miss the
bus or she will have to travel to collect them. She was talking about sorting some
roster system for the local kids involved in sport. (What happens now? Do they have
a local team? Do they currently travel to Beganup for sport? Must ask).
I was talking to one of the local farmers while I was buying a paper this morning.
Seems there is quite a following in the district for political ‘action’. He kept pointing
out to me that it was a marginal seat. Not too sure what he has planned, but he
claims he has lots of local support.
Met some of the teachers while I was waiting to interview Dianne. They knew I was
using the closure issue for my thesis and were quite interested in the whole process.
Gave me lots of information about the school itself and the problems they have
teaching in a rural setting. Seems several are to be transferred next year – they didn’t
sound too unhappy about it! Quite a different view from the parents. A couple of
the younger female teachers felt quite isolated from their friends and found the close
proximity of community hard to cope with. Other comments about losing ‘their’
classes with the planned mixed groupings. Out of their comfort zone? Lack of
support for tackling a different year group seemed an issue. In fact resources in
general (especially IT seemed as issue amongst the younger staff). The more
established staff seemed just as anxious about planned changes in staffing and year
groupings. Two of the men on the staff were to be transferred to another high school
and were still waiting to hear which school. They wanted a metro school, but it
seems this is not expected to happen. Their kids are attending Kingston DHS, so if
the transfers go ahead, the numbers will drop by a couple more students.
A couple of the women on the staff were extra anxious about transfers as they were
married to local farmers. Seems a transfer to Beganup is possible for one of the women,
or even to another town about an hour and a half away. I got the impression the women
were trying to negotiate for someone else to be moved – quite frosty comments from
some staff and jokes about influence. Two of their children are high school aged, so will
shift anyway.
One of the deputies gave me some data for staffing and expected student enrolments for
next year (assuming the closure goes ahead). Puts the closure of the high school section
in a different light. There is certainly no doubt that the primary school continues to be
viable. Lots of new enrolments in pre-primary and Year 1. The upper primary numbers
will be down, though, as a couple of families have decided to shift all the children to
Beganup – high school aged as well as primary school kids. Makes a dent in the
numbers in such a small community.
Staff for new school year

12 staff (including three specialist teachers) and 4 teacher assistants (reduced by 2)
including a new Aboriginal and Islander Education Officer (AIEO) to work in the Year
1 class.
Expected enrolments for new school year

(Total enrolment: 91). There seems to be continued strong growth in the PP and Year 1
classes, with an increase in the number of young Aboriginal children attending school.
Interesting mix in year 6/7 next year – only two girls.
P/1 Yr1 Yr 2/3 Yr 4/5 Yr 6/7

18 23 15 18 17

Revised interview plan for post school closure interviews
Focus issues for questions in the interviews with the seven ’new’ mothers:
• Personal background
• The government
• Living in the bush
• Notions of ‘community’
• The importance of the local school in the community
• Impact of the closure of high school section on children / family
• The bus issue
• Impact of high school closure on Kingston primary school organisation
• Staffing profile changes
• Future plans for their child’s education
• Changes in support structures in school
Attitudes in community post closure

This is the data related to ONE of the seven mothers interviewed after the start of the
new school year – and after the closure of the secondary section of the school.
Profile of ‘Jo’
Jo Barnett has three children at the school in 2006 – Morris is in Year 5, Shannon is
in Year 2 and Kylie is in the P/1 class. Jo is the new Aboriginal and Islander
Education Officer (AIEO) employed to work with the Year 1 teacher in response to
the growing number of Aboriginal children in the early childhood classes. Although
she grew up in the area and all her family are in the Kingston community, she has
been away for a few years and recently completed her training in the city. She is very
excited about being ‘home’ and taking on her first appointment as an AIEO. Her two
boys were attending school in the city, and as new children to the district and school,
are having a few settling in challenges. Morris is showing early signs of being very
talented at sport, and is already playing football with a local team. Little Kylie is very
shy, and Jo is pleased to be attached to the same school so she can support her
daughter in the beginning stages of her schooling. Shannon has settled in to his new
school and coping well with school life, apart from some early bullying incidents,
which Jo is watching very carefully. She tries very hard to separate her professional
role as AIEO and her role as mother, but the double role is often helpful when
working with the parents and family of other Aboriginal students at the school. Jo’s
husband has taken a position in the Beganup Community Health Centre, and
commutes from Kingston to Beganup each day. Jo has strong beliefs about the role
of local community schooling, and is unhappy that her children will not be able to
complete their education to Year 12 in Kingston.

Interview questions for Jo

rural communities, and am particularly interested in developing an understanding of
how the mothers in a rural community respond to the impact of closure of the local
high school.
2. When we were talking on the phone you mentioned that you and your
husband have lived in the area for quite a while. Are you both past students of
Kingston District High? How has the school changed since you attended?
3. You have three young children attending the school now. How are they
enjoying school?
4. In our phone conversation you gave me the impression that you held very
strong beliefs about parents and local community members taking an active part in
their child’s education. I’d be interested to know how you see this acting out in the
5. Last year the community message was that the school plays a critical role in
maintaining a sense of community. Has this changed? What role does the school
take now in the broader community?
6. Tell me about the bus trip- is it an issue for the children travelling to
Beganup?
7. You obviously would have liked the school to remain intact. What do you see
as the strengths of the local school here in Kingston? For primary aged kids? For
high school kids?
8. From your perspective, how has the closure impacted on support structures
within the school?
misunderstood by the people making this decision?
10. There appears to be some concern in the community that the closure of the
high school section of the school has impacted on the primary school. As a staff
member, what effect of the closure decision have you noticed so far?
11. What impact has the closure decision had on your future plans for your
children’s education?
12. What changes in attitude have you noticed in the community since the closure
of the high school?
13. Are there any other issues related to the impact of the school closure you
would like to talk about?
Thank you etc.
.
Interview
Interviewee: Jo (A)
Q Thanks for letting me interview you Jo. As you know I am a masters student at Edith
Cowan and I'm very interested in the current controversy about the school closure at
Kingston. I am going to be doing a qualitative study and I'm interested in parents’
perspectives and in particular mothers’ perspectives of how this school closure might
affect them, their children and their education.
A Do you come form a farming family?
Q I grew up in a country town. I went to primary school but I was sent off to boarding
school when I was twelve so I have some sort of concept of what it is like to do
primary school in a country town. I wanted to do a qualitative study and I wanted to
have a look at the views of the mothers and how they felt about the closure a because
when I was reading about the closure in the paper there seemed to be quite a lot of
heated discussion surrounding it. I am going to be interviewing several people,
several women in the community to get their perspective on what is going on.
A So you’ll be able to figure some of the things happening around here.
understand that you can pull out at any stage.
A Fine with me..
You are then free to edit it at leisure and contact me. You have my phone number
there, so contact me at any stage if you have any other questions.
A OK.
Q So if you are right we will get started.
A Yes, that is fine by me. I have another appointment in half an hour, so we may have to
cut this a bit short. Sorry about that
Q Right. Let me know when you have to go. When we were talking on the phone you
mentioned that you and your husband have lived in the area for quite a while. Are you
both past students of Kingston District High? How has the school changed since you
attended?
A Yes, my family have been in this country for generations. My husband and I went to
this school and finished at Year 10. We got jobs in Beganup and then later went on to
the city where we both did more study. It’s strange being back at the school –
especially as a staff member. Lots the same as when we were here as kids, but lots of
changes, too – new buildings, new covered play areas, lots more equipment than in
my day. Not nearly as strict, either! I just love it. I love being a mum at the school as
well as the AIEO and working with my whole family and the community to help the
Aboriginal kids get a better education.
Q You have three young children attending the school now. How are they enjoying
school?

A Yes – Morris is in Year 5, Shannon is in Year 2 and the baby, Kylie, is in the P/1
class. They’re doing OK, but a few hassles some days. Morris is fine – he loves his
sport and is very good at it. He wants to be a league footballer! Not sure about that –
he’s not very tall, but as quick as they come. We’ll support him, of course. He’s
already in the local team. Shannon has some tricky days – some bullying and name
calling – but I’m watching very carefully. I’m around the school most of the time, of
course, except when I’m visiting parents, so I can sense when he’s having a hard
time. I’m hoping the kids will slowly accept him and he will make friends. He’s a
clever little bloke so that helps – he’s having no troubles at all with his work. I wish
all the kids I deal with were managing so well. And Kylie – such a shy little blossom.
Hardly squeaks at school. She’s with an excellent teacher and she knows I’m around,
so that all helps. Hopefully she will slowly come out of her shell. I’d hate to think
how she’d cope in one of the big city schools.
Kingston school community
A Well, as you know it’s my job to break down any barriers for the Aboriginal families
and help them feel comfortable in the school. I’m making some progress, I know and
the staff are terrific in helping me make this happen. It will take a while, though. I try
to make sure my friends and family get involved in all the school parent activities –
especially coming up to the school to see their kid’s work. This really helps with
regular attendance and I’m hoping we can really make a difference.
Q Last year the community message was that the school plays a critical role in
maintaining a sense of community. Has this changed? What role does the school take
now in the broader community?
A The school has always been important as a meeting place for the town. Nothing
much has changed in that sense. Not really for my people, though. They don’t always
have good memories of the school. But the whole closure business last year brought
them together a bit more. The Aboriginal families wanted their kids to sty at school
in Kingston, where they could keep an eye on them and know what was going on.
Q Tell me about the bus trip- is it an issue for the children travelling to Beganup?
A . Huh. The bus trip. Well – it depends which kids. That’s what I was talking about
before – some of the Aboriginal kids don’t like the bus trip, some hassles on the bus I
hear. They prefer to get a lift to school. Mind you – it’s a long trip by bus and much
more comfortable in a car! A couple of them are OK with the bus, though. Of course,
we’re not talking about many kids at the moment – only four Aboriginal kids in
Kingston go to high school.
Q You obviously would have liked the school to remain intact. What do you see as the
strengths of the local school here in Kingston?
A Well, it’s a country school –they have family there, everyone looks out for you. The
kids can walk to school and be a bit independent. The standard is fine . We’re happy
with it. And it’s much easier for me as the AIEO to get to see parents and keep an eye
on kids to help them in the class. Once the school gets too big, all those opportunities
go.
Q There appears to be some concern in the community that the closure of the high
school section of the school has impacted on the primary school. As a staff member,
what effect of the closure decision have you noticed so far?
A Hard to say. I’ve only been here a little while this year. I know there has been changes
in the staffing and the classes are different because of the closure. Some of the high
school teachers were transferred. People aren’t very happy, though. They haven’t
forgiven yet. That might take a bit longer. Some parents say they can’t be at the
schools as much now, but I don’t see why not – except with their older kids in high
school.
Q What impact has the closure had on your future plans for your children’s education?
A We knew about the closure before we arrived, of course, so really we’d sorted out
some plans b before we got here. My husband travels to Beganup each day, so the
kids could travel with him in the mornings, and catch the bus home. But they might
like to catch the bus – still a few years before we have to make those decisions.
Beganup will be good – it has a TAFE and the kids can stay in the one place for high
school. But we were quite sad to hear of the decision, because we liked the idea of
them being with family while they grow up. We thought going to Beganup at 15
would be a good idea – then they could do TAFE or high school – or get a job.
Q You’re looking a bit anxious there, Jo. Are we running out of time?
A I’m really sorry about this, but I’m going to have to leave in a minute. Perhaps we can
meet and chat tomorrow?
Q That would be very helpful, Jo. Are there any other issues related to the closure of the
school and the impact that it might have on you and your children that we haven't
talked about that you would like to raise here?
A .Not really. Only that my impressions are from the perspective of an Aboriginal
mother and a community member – and sometimes my views are a bit different. Part
of my role at the school is to help Aboriginal families feel they belong in the school
community and some of those opportunities were lost when the high school section
closed. Now we have to try to keep the kids involved in school outside our
community and that’s hard.
Q Thanks for talking to me Jo. It has given me a lot of insight into how you and your
family are dealing with this change. I really appreciate your time. Maybe we can chat
over a cup of coffee tomorrow and finish this conversation? I’ll ring you tomorrow
after school.

This is the data related to ONE of the seven mothers interviewed after the start of the
new school year – and after the closure of the secondary section of the school.
Profile of ‘Susan’
Susan’s family have been established farmers in the district for three generations.
Susan and her brother attended Kingston District High School (DHS) until Year 10,
and completed their education at a boarding school in the city. This is an established
education pattern for the last two generations in her family. Her husband’s family
(the Wilson-Smiths) are also established farmers in the district – again for three
generations. He also attended Kingston District High School, but went to boarding
school at the beginning of his secondary schooling (Year 8). Susan is an active
member of the Kingston DHS Parent group, and has taken a prominent role in trying
to stop the closure of the High School. She has two children at the school in 2006 – a
daughter in Year 7 and a son in Year 5. She had planned to send her children to
boarding school for Years 11 and 12, and now faces the prospect of trying to
negotiate a place at the two boarding schools for her children to commence in Year
8. This is proving difficult for her pre-adolescent daughter, who doesn’t want to
leave her friends and family yet. Susan has an older daughter now in Year 11 and
already attending boarding school. Her son is showing signs of being academically
very able, and she is considering the changed plans may be to his benefit. Susan and
her husband are personally committed to the combination of local, small country
school followed by boarding school and remain strong advocates for the local school.
Interview questions for Susan
1. Hello etc. As you know, I’m interested in the changing provision of service to rural
communities, and am particularly interested in developing an understanding of how the
mothers in a rural community respond to the impact of closure of the local high school.
2. When we were talking on the phone you mentioned that the last couple of
generations of your family has attended the school. What was it about the school that
attracted you to send your children there as well?
3. In our phone conversation you gave me the impression that you held very strong
beliefs about parents and local community members taking an active part in their child’s
education. I’d be interested to know how you see this acting out in the Kingston school
community.
maintaining a sense of community. Has this changed? What role does the school take now
in the broader community?
5. Tell me about the bus trip- is it an issue for the children travelling to Beganup?
6. You obviously would have liked the school to remain intact. What do you see as the
strengths of the local school here in Kingston? For primary aged children? For older
children?
7. From your perspective, how has the closure impacted on support structures within
the school?
8. There appears to be some concern in the community that the closure of the high
school section of the school has impacted on the primary school. As a parent, what effect
of the closure decision have you noticed so far?
9. You talked about your previous plans to send your children to the city to boarding
school for some part of their secondary education. What impact has the closure decision
had on your future plans for your children’s education?
10. What changes in attitude have you noticed in the community since the closure of the
high school?
11. Are there any other issues related to the impact of the school closure you would like
to talk about?
12. Thank you etc..

Interview
Interviewee: Susan(A)
Q Hello Susan. Thanks for letting me interview you. As we mentioned when we had
our phone conversation, I am doing my Masters at Edith Cowan and I am
particularly interested in the controversy about the closure of your local school. I
am going to be doing a qualitative study so I am interviewing several mothers in the
area. I am interested in looking at and developing an understanding of mothers'
perceptions of the change and how it will affect them and perhaps affect their
children.
I sent you a copy of the consent letter so we will just go through some of the things
in it again before we get started. As you know I am asking you to take part in an
interview of round about half an hour. I'll tape the interview, if that’s OK with you.
It saves me trying to write notes while we talk, which always seems so rude.
A Okay
Q Once I have finished this then I will go away and transcribe it and send you a copy
of it. Um, obviously I will keep everything confidential and you can pull out at any
stage of the study. I will be interviewing other people in the community so as much
as possible I will hide your identity. You are welcome to contact me at any time. I
have given you my phone numbers there and once you get a copy of the transcript if
you want to edit it, or add any extra comments then feel free.
A I understand
Q And you need to sign there.
A Fine
Q When we were talking on the phone you mentioned that the last couple of
generations of your family has attended the school. What was it about the school
that attracted you to send your children there as well?
A Yes. Both my husband and I are third generation farmers here at Kingston. We both
went to primary school here and then to boarding school. I completed Years 8-10
here as well and did the last two years at boarding school. We love the strong family
and community focus to the school – and it is a little school, so everyone knows
everyone. This seems to us to mirror the way the Kingston community works.
Besides, we want our children to come back to the area after they’ve finished their
education, so they need to have a strong sense of belonging to the area – and know
all the locals. Besides, the schools’ great.
Q Your children go to school here, don’t they? How old are your children?
A I have three children – a daughter in Year 7 and a son in Year 5 here at Kingston
Primary School ( the name changed this year and we’re all still getting used to it!).
My oldest daughter is in Year 11 and is boarding at her school in the city.
Q Do they enjoy school?
A Oh the younger ones love it here. They love being part of the community, and they
know everyone. My oldest daughter loves her boarding school , too – although she
found it a bit challenging to start with. All very different, and all the girls had
established friendships – you know – all the tricky stuff about belonging to a group.
Q You talked about your previous plans to send your children to boarding school or
some part of their education. What impact has the closure decision had on your
future plans for your children’s education?
A Well, that hasn’t been as easy as I’d hoped. We had always planned for George to
go to boarding school for Year 8, so that’s still OK – we have a place for him for
him already. He’s showing real signs of excelling – high WALNA results, and high
reading age, so we’re happy with our plans for him. The boarding school should
offer much more support for his academic progress and opportunities than the
country high school. Mind you, at this stage he’s not to happy about leaving his
friends in a couple of years, but we’ll cope with that when it happens. Abby is the
problem at the moment – she was booked in for Year 11 and 12, and we want to
shift that booking down to next year for Year 8.No places available yet, but we’re
on a waiting list and the Principal is sympathetic, so we are quietly confident we’ll
have a place for her. She’s very stroppy about the whole change in plans – refusing
to go, all the usual. Doesn’t see why she should shift away from her friends; why
won’t we support the local school; why are we changing all the plans – all the
adolescent arguments. We won’t change our minds, though. She is to go to boarding
school starting next year and do Years 8-12 at the same school. That way we will
avoid the problems her older sister is facing and it just makes sense now that the
local option has closed.
Kingston school community
A Yes. I believe we should give the community as much support as we can – and in
whatever way we can. I belong to the Kingston DHD P&C and join in all the school
activities when I can. Fund raising, parent meetings, helping in the classroom – all
the usual .Last year I joined the small group of very vocal parents and community
members who really fought that decision – without any luck, obviously. One of the
great strengths of this community is the involvement of parents in the school – not
only the mums. You should see the turnout on weekend working bees – half the
farm equipment in the district is here to do repairs! All this still happens, you know
– even though we failed last year. The community has just built a new playground
for the pre-primaries -
Q 13. Last year the community message was that the school plays a critical role in
maintaining a sense of community. Has this changed? What role does the school take
now in the broader community?
A Pretty much the same as it has for generations. It has always been the place where
meetings are held and all the other community gatherings – craft evenings, yoga
classes, bingo nights, public meetings, all that sort of thing. I can remember coming
to meetings with my mum and dad. Usually the kids come as well and play outside,
or in one of the classrooms. Great fun. The school closure hasn’t stopped that at all.
Q 14. Tell me about the bus trip- is it an issue for the children travelling to Beganup?

A Well, it doesn’t actually affect me or my children at the moment, and I’m hoping it
won’t be an issue for us. However, it is a hot topic of conversation around the
community and certainly at any local meetings. My kids and their friends talk about
it as well. Mixed feeling and experiences, it seems. Some students love it – they love
the independence and the opportunities to be with their friends for such a long
unsupervised time away from mum and teachers. Others hate it – very tired, can’t
get their homework done because of the long hours – farm jobs waiting for them
when they get home. Most mothers hate it – they hate the stories they hear about
what goes on . And of course, it doesn’t really solve the travel issues – after school
sport and all those after school activities that the kids want to be part of – and means
they can’t catch the school bus home. It has certainly changed things in most homes.
Lots of tension, I hear.
Q 15. You sound as if you would have liked the school to remain intact. What do you see
as the strengths of the local school here in Kingston? For primary aged children? For older
children?
A Lots of subtle things. Let me give you an example. The school is very small and
everyone knows everyone – the children are like a very big family. They are used to
playing with each other out of school as well as at school, so they build a level of
tolerance of each other and support that you wouldn’t find in a bigger school. The
older children are expected to watch out for the littlies, and they do. The school
community is real and visible – we all know we are accepted and valued. I think this
is such a terrific learning opportunity for the children – they develop a set of values
that we as a community like and want continued – the sort of people we want in our
town.
Q 16. There appears to be some concern in the community that the closure of the high
school section of the school has impacted on the primary school. As a parent, what aspect
of the closure decision have you noticed so far? From your perspective, how has the
closure impacted on support structures within the s the school?
A Well, the staffing has changed, which is a bit sad as we lost a couple of favourite
teachers. And there are some new support staff - very popular with the children, I
hear. It’s all unsettling in such a small community, as we think the progression of
teachers will be the same for each of our children. You know, Mr x is the Yearc3
teacher, and then they go to Miss Y for Year 4. And of course all the classes have
been reorganised as well – the new middle school structure. Early days, though.
Maybe it will all be to the children’s advantage?
Q What changes in attitude have you noticed in the community since the closure of the
high school?
A A bit of realism, I guess. Getting used to the change and the fact that is won’t go
back to the old ways. That’s quite difficult for some town folk – they were very
upset last year and are still very upset. But if I’m honest, I’d have to say that folk are
just getting on with it. The drought this year is making life very difficult and people
are really worried about their future. The school closure just isn’t the main worry
any more.
Q Are there any other issues related to the impact of the school closure you would like
to talk about
A No, not really. Just that it has triggered some new thinking around education , and
that’s not such a bad thing. Lots of parents are now talking about their children’s
high school and further education in ways that are quite different and much more
informed. I guess that’s a positive outcome.
Q Thanks, Susan, that's been really helpful. I'll send you a transcript as soon as
possible and as we said you can edit it and contact me and if there are any other
issues that you think of then please feel free to contact me and we can discuss them.
A I'll let you know how it goes.
Q Thank you.

This is the profile of ONE of the seven mothers interviewed after the start of the new
school year – and after the closure of the secondary section of the school.
Profile of ‘Clare’
Clare Woodhams and her partner are fairly new to the area, having taken over the
management of one of the local hotels three years ago. Clare has two sons – one is
currently (2006) in Year 7 at Kingston Primary School and one is in Year 9, now attending
Beganup Senior High School as an outcome of the school closure. Clare has mixed
feelings about the closure decision. Initially she was very upset about the proposed change,
but the reality for her son is better than she had imagined. He has settled in well, and is
looking forward to work experience next year. Both her sons have a very practical nature
and have aspirations to learn a trade and open a business in the country. Clare can now see
new opportunities for her sons and is excited about the benefits of the close links between
the high school and TAFE in Beganup in terms of seamless transitions in their further
education. Clare is particularly mindful of the impact for her sons of change in legislation
increasing the compulsory school leaving age to 17. Clare interacts with lots of locals as
hotel manager, and her recent conversations about the school closure have been selling the
positives – not always a popular message.
Interview questions for Clare
rural communities, and am particularly interested in developing an understanding of
how the mothers in a rural community respond to the impact of closure of the local
high school.
2. When we were talking on the phone you mentioned how much you love
living in the bush. What in particular made you decide to shift to a small country
town like Kingston?
3. In our phone conversation you gave me the impression that you held very
strong beliefs about parents and local community members taking an active part in
their child’s education. I’d be interested to know how you see this acting out in the
maintaining a sense of community. Has this changed? What role do you see the
school taking now in the broader community?
5. Tell me about the bus trip- is it an issue for your son travelling to Beganup?
6. Last year you had strong views about the school remaining intact. How do
you see the situation now that the decision has been made and the students are
settling into the new Beganup school?
7. What aspects of the senior high school at Beganup are you particularly
pleased with? Any concerns?
8. There appears to be some concern in the community that the closure of the
high school section of the school has impacted on the primary school. As a parent,
what effect of the closure decision have you noticed so far?
9. You talked about your previous plans to send your children to the city to
boarding school for some part of their secondary education. What impact has the
closure decision had on your future plans for your children’s education?
10. Are there any other issues related to the impact of the school closure you
would like to talk about?
11. Thank you etc

Interview
Interviewee: Clare (A)
Q 12. Thanks for letting me interview you Clare. As you know I am a masters
student at Edith Cowan and I'm very interested in the current controversy about the
school closure at Kingston. As you know, I’m interested in the changing provision of
service to rural communities, and am particularly interested in developing an
understanding of how the mothers in a rural community respond to the impact of
closure of the local high school.
I am going to be doing a qualitative study and I'm interested in parents’ perspectives
and in particular mothers’ perspectives of how this school closure might affect them,
their children and their education.
A Have you ever lived in the country?
Q I went to primary school in a country town but I was sent off to boarding school when
I was twelve so I have some sort of concept of what it is like to do primary school in a
country town. I’m doing an interpretive study looking at the views of the mothers
and how they felt about the decision to close the secondary section of the school. I’ve
been interviewing several people, several women in the community to get their
perspective on what is going on. I started last year, when the decision had just been
made and will finish by the end of this semester.
A You’d understand some of the loyalties and personalities around here, then. And
some of the anger. It’s all pretty heated. We certainly hear all about it at the hotel!
understand what I’m inviting you to take part in, and that you can pull out at any
stage.
A That’s fine. Go ahead.
You are then free to edit it at leisure and contact me. If you agree, I’d prefer to tape
our conversation to help me with accuracy in my analysis. You have my phone
number there, so contact me at any stage if you have any other questions.
A OK.
Q You need to sign the consent form – here.
A Yes, that’s OK
Q So if you are right we will get started.
A Yes, that is fine by me. I’m free until lunch time.
Q When we were talking on the phone you mentioned how much you love living in the
bush. What in particular made you decide to shift to a small country town like
Kingston?
A Well, we’ve been in the hotel business for a while now, and love it. We were
managing a hotel in the city for five years, and when our lease ran out we decided to
take a real change of direction and shift to the country. We both grew up in the
country and love the sense of community that is special to small country towns.
Managing a hotel in the city has its challenges – increased violence and no real sense
of a ‘community pub’. We’re enjoying the whole local belonging of our role here in
Kingston. We’re almost accepted – I think you need to be born here to be considered
one of the locals, but we’re getting there. We wanted our kids to have that experience
of belonging to a community –much safer for them and everyone knows everyone.
When we’re both busy at the hotel in the late afternoons and evenings, it is important
to us that our boys are not cooped up in inner city after school care.
Q You have two children attending school, I believe. One here at primary school and
one at secondary school in Beganup?
A Yes. Chris is in Year 7 this year, so he’s still here in Kingston for another year. Ben is
in Year 9 so he’s one of the kids who had to change schools this year and move from
our local Kingston school to the much bigger Beganup Senior High School. He’s one
of the guinea pigs.
A Yes I do. I was really angry when the decision process surfaced – like, why the
secrecy? Why not work through the issues with us? Surely as parents we have a
vested interest in sorting this in a sensible way. Surely our opinion should count? One
of the main reasons that we shifted to a country town was so we could play a really
big role in our children’s school community – you know, P&C, reading help, camps,
all those parent involvement things. This was certainly our experience before the
school closure decision – the school was the hub – all the local organisations used the
school for meetings after hours, and all the local businesses supported the school in
whatever way we could. This was where you got to know everyone – mums and
grannies, new and old. We felt our opinion mattered in terms of our kid’s education –
curriculum, extra curricula things, behaviour management – lots of ways that we
could know , like really know, what was happening in our kids’ classroom. I
suppose to be fair, that hasn’t changed for the primary school section – but we are so
disconnected from their secondary school experiences. We are the strangers at P&C
meetings at Beganup – and we can’t be as involved on a daily basis any more. Sad,
really. Feels like we’ve abandoned our kids.
Q Last year the community message was that the school plays a critical role in
maintaining a sense of community. Has this changed? What role do you see the
school taking now in the broader community?
A Well, as I said, the school is central to everything that happens here in Kingston. It’s
the community meeting place. Everything happens at the school – protest meetings
included! It was a real jolt to find that the decision went ahead despite our concerns
and alternative suggestions – and we had the numbers. Now it’s different – the
school’s still there, the parents and everything, but something has changed . Maybe it
will just take time. We here it all the time at the hotel – angry people, some still really
bitter, especially the farmers. I mean, they got a raw deal, didn’t they – mostly their
kids have the furthest to travel and of course all the after-school chores are now a
problem. But I guess if I am honest, there are some good things happening now –
different things, but still good in terms of the school being a meeting place. You
know, mums meet after school waiting for the bus – so they stand and chat, then
move into the school and set up after school community craft sessions – too cold
standing outside!! So I suppose the school still plays an important part in the broad
community in much the same way as before – just different activities. It will just take
time to shift away from the anger. Probably take longer at the hotel with a beer in
their hands!
Q Tell me about the bus trip- is it an issue for your son travelling to Beganup?
A Laughter. Well – there are certainly some stories to tell. I hear all sorts of things at the
hotel, as you can imagine. Not all positive, I assure you. Some bullying, I hear. But,
Ben likes the trip – he loves the social side – a bit much probably. He’s got his eye on
a local girl who also travels by bus – you should see him get ready for the bus trip in
the morning! No chance he’d be late!! The only real problem for us is when he has
after school stuff – like football. There are a few of us parents getting together as a
car pool for footy training, but it is really hard for us at the hotel. That is our busiest
time. Weekends are tricky as well for Ben– footy again and the social stuff – movies,
just hanging out – all that teenage stuff. Maybe it will be better once Chris is also
travelling – not sure. Maybe we’ll have to bring in a casual staff member so one of us
can be a bit more available.
Q Last year you had strong views about the school remaining intact. How do you see the
situation now that the decision has been made and the students are settling into their
new Beganup school?
A Yeah. I was one of the more vocal opponents of the closure. But -Hard to tell yet. The
kids seem to have settled into their new school, and catching the bus and all that – but
we haven’t hit winter yet. All those wet, cold early bus trips. Early days. We just have
to be really watching that no decision sneaks through to close the primary school –
that would be a REAL disaster. Surely that wouldn’t happen. Maybe we’re all just a
bit paranoid now. It is so very important to keep the primary school going – surely
no-one would close it. We need to work as a community to attract some new young
families into town – new children to keep the numbers up. This needs to be a
community focus to keep the school alive.
Q What aspects of the secondary school at Beganup are you particularly pleased with?
Any concerns?
A Well, as I said, the school has been better than we expected for Ben. He’s mixing with
a bigger group so he doesn’t feel so different not being ‘academic’. Lots of different
choices of subjects. And the TAFE and workplace learning opportunities for Years 11
and 12 seem really exciting. I guess the thing we like most is that the boys can have
an uninterrupted shift from being at school to being at TAFE and then to work. This
certainly isn’t possible here in Kingston.
Q There appears to be some concern in the community that the closure of the high
school section of the school has impacted on the primary school. As a parent, what
effect of the closure decision have you noticed so far?
A Well – all the usual – you know – brother s and sisters split up, friends split up. We
had multi age groups here, so the one extra year didn’t make much difference, but
now a year means a different school. And we lost a lot of the innovative things like
the older students mentoring the little ones, and reading groups across the age groups
that helped the older kids with a reading problem and they didn’t feel dumb. And the
older kids were able to take a leadership role in the school for organising community
activities – that’s all gone now. Sad.
Q You talked about your previous plans to send your children to the city to boarding
school for some part of their secondary education. What impact has the closure
decision had on your future plans for your children’s education?
A Yeah. Laughter. We had plans of boarding school for the boys to finish off their last
few years of secondary school. We have family in the city who would look out for
them. You know, stay in Kingston until Year 9 or 10 and then off to boarding school
for the last bit. But now we’re not so sure. Things are much better at the Beganup
school than we expected. Ben isn’t an academic kid – he has always been a practical
kid and interested in anything to do with mechanics. He’s quite clever like that – can
fix almost anything mechanical – just seems to know how it works. He’s settled in
really well and is very excited about his work experience next year. We’ve made
some inquiries in Beganup with people we know through the hotel, and we have a
place lined up for him in a local industrial firm. It’s really important to us that he has
opportunities like an apprenticeship or a training deal through TAFE. We hadn’t
expected that this would work so easily in Beganup. You know, the TAFE is just
around the corner from the High School, so the senior kids can be part time at TAFE
and part time at school. Seems sensible to us and a bonus we weren’t expecting in the
country. This would suit Chris as well. He’s a practical kid, too. The boys are already
talking about learning a trade and starting a business in the country. That’s quite
something, isn’t it, for two young kids to be planning.
Q Are there any other issues related to the impact of the school closure you would like
to talk about?
A No, not really. I’m getting over my anger and I think eventually it will be OK.
Certainly my boys think it’s great, so I guess that’s the main thing.
Q Thank you, Clare. That has been very helpful. I’ll send you a copy of the transcript of
our conversation as soon as I can. Don’t forget to ring me if you think of any other
points you’d like to share. I look forward to hearing from you after you read the
transcript.

Conceptual memo: April

Patterns are beginning to emerge in my data. I can see a clear indication of the
mother issues now –I should be able to start coding them as themes. It makes such a
difference working from a bigger pool of transcripts now that I have all twelve
interviews transcribed. I plan to run the two focus groups after I’ve identified some
themes so I can validate them through the focus group discussions.
It seems the issues surrounding mothers’ concerns about the closure are centering on
four key points of concern:
• A fear of change of school / lifestyle/ family traditions/ community. This
includes a fear of not being able to ‘protect’ their child within the wider
community of Beganup (perhaps a more abstract notion of community? Loss of
control of the child?)
• Concerns about the impact on school work and family life of the increased travel
time for their children.
• A sense of personal loss in their role within the school community – less chance
to interact in the new school community because of the distance and their
home/work/farm commitments – a loss of their ‘mothering’ role in the school
community. Mothers reported feeling alienated in the new school – perceptions
of being strangers in the Beganup community.
• Sense of loss of control of their community through impersonal actions of

‘government’
Lots of other side issues seem to be emerging. I’m not sure yet where to include
them, or whether they are an indication of a new over-arching theme that I haven’t
recognised. Will re-consider after the next lot of interviews. 7 of the mothers talked
about their concerns regarding staffing issues – transience of teachers etc – in both
interviews. Seems there has been a significant staff turnover since the closure (and
as a result of the closure). All the mothers talked about the re-organisation of classes
– all the expected class groupings have changed because of the changed staffing
profile. Lots of comments about ‘ my kids were expecting to be in Miss XX’s class
and didn’t get her’. 2 of the local teacher aides lost their jobs because of reduced
numbers – 5 mothers were most upset about the impact of these staffing cuts –
although the focus of their anger seemed more on the job loss for the local person
rather than the school’s loss of a resource. Not sure what to make of these
comments. Teachers seemed comfortable with the new arrangements, but regrets
about some loss of resources. The loss of the middle school is mourned by the whole
community– but there are moves to try an innovative approach to the Year6/7 class.
Later interviews seemed to give the impression that the ‘new’ situation was
becoming normalised. Busy people, busy lives, etc.
Initial category system
May
Jean -
Here is my first try with all the interview data from 12 interviews!!
Three constructs seem to be emerging from the interview data:

The mothers’ reaction to the school closure seems to be emerging as a perception of
their:
• Loss of mothering role
• Loss of community role
• Loss of opportunity

My attempt to depict the analysis for the first construct drawing from all 12
transcripts:
This is the summary of ONE of the two focus groups conducted. The summary of the
second focus group is not included in your unit materials.
Summary of Focus Group No.1 – June

Hi Jean -
Here is a summary of my first focus group. You’ll be pleased to hear that the points
raised confirmed my initial findings from the interviews. A couple of other issues
were raised, but more in explanation of the range of changing views now the
‘change’ is six months into the new school year.
Six mothers attended the first focus group – four were mothers I interviewed last
year. I was pleased with this, as I could get a sense of any shift in attitude.
Only five mothers volunteered for the second focus group – all were mothers I hadn’t
interviewed.
I’ll send the summary of the second focus group as soon as it is ready ( hopefully by
the weekend) – hardly any different points were raised. The two groups were
remarkably similar really.
Focus Group Questions:
1. You all have children at the primary school here in Kingston and some now
have children at Beganup Senior High School. What you describe as the one
key challenge as a parent since the new schooling arrangements started?
2. Kingston has a strong sense of community, and it seems the school is an
integral part of that community. Tell me how the school fits into the
community role now – same as before? Is there a new community ‘heart’
developing somewhere else?
3. Describe the school culture for me now that the staffing and student profile
has changed. What features of the school have changed?
4. Last year the town was pretty upset about the decision to close the school.
How would you describe the general attitude now that the closure is real?
Any changes?
5. What impressions do you have of the Begnup Senior High School? What do
your children think now they’re attending the school?
6. Finally, what impact has this whole change had on you as a mother of school
aged children?

Summary of Focus Group Responses – FG No.1

In attendance: 6 mothers – 4 were mothers I interviewed in December and one mother new
to the study.
Key Themes:
Changes in family lifestyle
• Travel to Beganup causes anxiety - some mothers concerned at long trip for Year
8 students. After school sport means double trips or no bus or car-pooling
arrangements – doesn’t suit all family commitments. The bus trip seems OK for
some students – time with friends; listen to music; sense of growing up and being
independent. Travel on weekends for sport and other activities – and new friends in
Beganup.
• Hard to manage the farm jobs now – kids too tired and travel makes jobs around the
home and farm before school too hard.
• Mothers still driving as individuals – no real sense of sharing the travel yet.
• Some parents commute to Beganup so travel to school not an issue – travel home
is a bit of an issues as some children ( more their parents) don’t like the bus
culture.
• Arrangements for school travel for younger children still at Kingston became more
complex, as their older siblings could no longer supervise their travel ( more
distrust of the bus culture – and reluctance to let the younger children be
independent)
Changes within the Kingston school culture
• New staff – not yet part of the school ‘family’ – mothers still checking them out
• New support staff ( AIEO) a welcome addition to the school community. Some
mothers pleasantly surprised at the ease with which the new AIEO has joined their
parent groups and general community activities.
• Still some resentment at the loss of older student role models in the school – too
soon yet for new role models in Year 7 to be accepted .
• Increased school leaving age legislation has given a new edge to justification of the
shift to Beganup for Year 8-12 . The remaining sections of the school are starting to
take on a distinctive primary school culture – most mothers happy with this, but the
resentment is still there.
• Kingston PS remains the centre of the community – still the meeting place .New
meeting opportunities for mothers -such as waiting for the bus from Beganup
every afternoon. Coffee meetings started up while waiting – even morning coffee
after dropping the children at school and bus.
The new school – impressions of Beganup SHS
• strong sense of the unknown – most mothers had only been on the school campus
once – orientation day
• reluctant comments about their children enjoying the change of school – new
opportunities and new friends
• Mothers becoming comfortable with the notion of completing secondary schooling
in the one school – i.e. seamless transition from Year 8-12
• Recognition of the wider choices – especially for workplace learning and TAFE
• So far no known problems with drugs or bullying – but considered early days yet
Sense of loss
• Strong sense of loss of daily contact with their children
• Many comments about the old times when the school was the meeting place – sense
of loss of social opportunities.
• Key theme of loss of mother ‘influence’ in their children’s education – and lack of
opportunities to interact/ collaborate in their child’s learning. Possibly unrealistic?
Would happen in most transitions from primary to secondary schooling?
• Still an underlying anger at the lack of input into the decision-making process last
year – more a realisation of their lack of power in the process. Some shifting to
acceptance noted.

Thesis outline for Grounded theory study
Title: The impact of closing a rural school: A mother’s perspective
Chapter 1: Introduction
Chapter 2: An overview of the literature
Chapter 3: Methodology
Chapter 4: Rural school communities
Chapter 5: The role of the parent in rural schools
Chapter 6: A sense of loss
Chapter 7: Re-assessing the change
Chapter 8: Conclusions

RES 6101 The Kingston Data 211

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Edith Cowan University

The Kingston Data

Semester One 2021

Please note: Your assessment for the unit is based on interpretation

Author: Dr Jan Gray

Unit Coordinator: Dr Henny Nastiti

Mt Lawley Campus, Building 16, Room ML 16.225

Ó ECU 2021 – Author: Dr Jan Gray

Ó ECU 2021 – Author: Dr Jan Gray

PP Yr 1/2 Yr 3/4 Yr 5/6

Ó ECU 2021 – Author: Dr Jan Gray

Year Students Teaching Staff Non- Teaching

Ó ECU 2021 – Author: Dr Jan Gray

Page 2 THE CHRONICLE THURSDAY FEBRUARY 11

Town protests school

Page 15 THE CHRONICLE THURSDAY FEBRUARY 12

LETTERS TO THE EDITOR

Community say no We were not consulted

School closure scandal

Ó ECU 2021 – Author: Dr Jan Gray

Ó ECU 2021 – Author: Dr Jan Gray 12

Margaret, here is my draft of the Alienation Questionnaire.

Cohesion versus fragmentation

Powerlessness versus sense of control

responsibility as the Deputy Principal here but what about from an

Ó ECU 2021 – Author: Dr Jan Gray 18

Q Doctor Foster, thanks for agreeing to take part in this interview…

range of curricula, the range of extra-curricula activities for students,

Ó ECU 2021 – Author: Dr Jan Gray 20

Q Alan, as you're aware, I'm in town undertaking a masters thesis where

Ó ECU 2021 – Author: Dr Jan Gray 22

File note: Sarah’s Research Design

I will have four data matrices in SPSS:

1. The Trial data

Sarah’s draft which she trialled on 14 friends. It has 12 items

Survey of Community Attitudes

Please indicate with a TICK the extent to which the following

2. We will find a way of keeping the school open.

3. We stick together in this community.

4. The permanent residents are the ones who suffer.

5. The fight against the closure is not over yet.

6. Events like school closures bring out the best in communities.

7. There is no future for small towns like ours.

8. If we are smart enough we can turn things around.

9. There is nothing we can do once the government has made up its

10. There is always some kind of fighting going on in the town.

11. People help each other in this community.

12. The wealthy members of the community don’t care what

Ó ECU 2021 – Author: Dr Jan Gray 26

Coded in SPSS as:

2. We will find a way of keeping the school open.

Coded in SPSS as:

A high item total J

Sarah’s memo to Margaret regarding the results of the pre-

Survey of Community Attitudes

Please indicate with a TICK the extent to which the following

2. We will find a way of keeping the school open.

3. We stick together in this community.

4. The fight against the closure is not over yet.

5. Events like school closures bring out the best in communities.

6. There is no future for small towns like ours.

7. There is nothing we can do once the government has made up its

8. There is always some kind of fighting going on in the town.