Abstract
This chapter focuses on family support and the important contribution of family to success in education. Parents identify structural and subjective barriers they encounter within schools as they try to advocate for their children. Ensuring parents, grandparents, community members are empowered to speak and guaranteed a respectful hearing is an issue many schools have yet to address. The narratives provide insight into how the confluence of class, race, gender, remoteness and indigeneity worked to shape outcomes at school and further downstream for participants. It goes on to recognise the important role of grandparents in helping their grandchildren reconcile two seemingly incompatible worlds and find her legitimate place in each.
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Notes
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‘The word djungkayi is translatable as ‘custodian of cultural knowledge’, ‘ritual manager’, ‘policeman’, ‘boss’. This person is the cultural affairs manager, the person responsible for keeping right the sites, rituals and ceremonies related to culture and caring for country.’(Schwab & Fogarty, 2015).
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O’Bryan, M. (2021). Family Support and Finding a Voice. In: Boarding and Australia's First Peoples. Indigenous-Settler Relations in Australia and the World, vol 3. Springer, Singapore. https://doi.org/10.1007/978-981-16-6009-2_14
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