Overview
- Presents research built around voices and with full participation of First Australian young people and families
- Includes contributions by research participants under their own names
- Gives case studies on impact of Australian education policy on secondary aged population of one remote community
Part of the book series: Indigenous-Settler Relations in Australia and the World (ISRAW, volume 3)
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Table of contents (29 chapters)
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Front Matter
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Providing Context
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Front Matter
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Factors Constraining Success and How to Neutralise Them
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Front Matter
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Factors Enabling Success and How to Maximise Them
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Front Matter
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Keywords
- Indigenous Boarding in Australia
- Indigenous Australia and Dominant Culture Education
- Indigenous Education Policy in Australia
- First Australian Secondary Education
- Remote Australian Education
- Justice in Education for Indigenous Australians
- Philanthropy in Education
- Bourdieu and the Colonial Paradigm
- Bourdieu, Structural Racism and Class Inequality
- Indigenous Education and Class Inequality
- Homesickness and the Importance of Place
- Place Based Education
- Institutional Habitus
- Colour-blind Education
- Eurocentric Education and the First Australian Student
- 'Closing the Gap' and Deficit Discourse and Indigenous Education
- Crossing Race and Class Boundaries in Education
- Gender and Education for Indigenous Students
- Symbolic Violence and Elite Schools
- School Choice
- Indigenous Education
About this book
This book takes us inside the complex lived experience of being a First Nations student in predominantly non-Indigenous schools in Australia. Built around the first-hand narratives of Aboriginal and Torres Strait Islander alumni from across the nation, scholarly analysis is layered with personal accounts and reflections. The result is a wide ranging and longitudinal exploration of the enduring impact of years spent boarding which challenges narrow and exclusively empirical measures currently used to define ‘success’ in education.
Used as instruments of repression and assimilation, boarding, or residential, schools have played a long and contentious role throughout the settler-colonial world. In Canada and North America, the full scale of human tragedy associated with residential schools is still being exposed. By contrast, in contemporary Australia, boarding schools are characterised as beacons of opportunity and hope; places of empowerment and, in the best, of cultural restitution.
In this work, young people interviewed over a span of seven years reflect, in real time, on the intended and unintended consequences boarding has had in their own lives. They relate expected and dramatically unexpected outcomes. They speak to the long-term benefits of education, and to the intergenerational reach of education policy.
This book assists practitioners and policy makers to critically review the structures, policies, and cultural assumptions embedded in the institutions in which they work, to the benefit of First Nations students and their families. It encourages new and collaborative approaches Indigenous education programs.
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Boarding and Australia's First Peoples
Book Subtitle: Understanding How Residential Schooling Shapes Lives
Authors: Marnie O’Bryan
Series Title: Indigenous-Settler Relations in Australia and the World
DOI: https://doi.org/10.1007/978-981-16-6009-2
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-6008-5Published: 04 February 2022
Softcover ISBN: 978-981-16-6011-5Published: 05 February 2023
eBook ISBN: 978-981-16-6009-2Published: 03 February 2022
Series ISSN: 2524-5767
Series E-ISSN: 2524-5775
Edition Number: 1
Number of Pages: XXIV, 345
Number of Illustrations: 3 b/w illustrations, 1 illustrations in colour
Topics: Sociology of Education, Educational Policy and Politics, History of Education