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020 _a9789811660092
024 7 _a10.1007/978-981-16-6009-2
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aLC71-188
072 7 _aJNF
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNF
_2thema
082 0 4 _a379
_223
100 1 _aO’Bryan, Marnie.
_eauthor.
_0(orcid)0000-0003-4675-6543
_1https://orcid.org/0000-0003-4675-6543
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92820
245 1 0 _aBoarding and Australia's First Peoples
_h[electronic resource] :
_bUnderstanding How Residential Schooling Shapes Lives /
_cby Marnie O’Bryan.
250 _a1st ed. 2021.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2021.
300 _aXXIV, 345 p. 4 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aIndigenous-Settler Relations in Australia and the World,
_x2524-5775 ;
_v3
505 0 _aUnderstanding the Historical Context -- Boarding Schools -- The Purpose and Presumed Benefits of Boarding; Parents and Alumni -- The Purpose and Presumed Benefits of Indigenous Programs: Education Participants -- Transition to Boarding -- Homesickness -- Trauma -- Encountering Cultural Dissonance, Racial Stereotypes and Racism at School -- Family Support and Finding a Voice -- Resilience and Developing a Resistant Mind-set -- Education Policy, Choice and Remote Education. Lest we Forget -- Understanding the Cost/benefit of Boarding by Reference to Football -- First Person: Accountability -- Truth Telling and Transformations -- Conclusion.
520 _aThis 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. .
650 0 _aEducation and state.
650 0 _aEducational sociology.
650 0 _aEducation—History.
_91816
650 1 4 _aEducational Policy and Politics.
650 2 4 _aSociology of Education.
650 2 4 _aHistory of Education.
_91817
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811660085
776 0 8 _iPrinted edition:
_z9789811660108
776 0 8 _iPrinted edition:
_z9789811660115
830 0 _aIndigenous-Settler Relations in Australia and the World,
_x2524-5775 ;
_v3
_92821
856 4 0 _uhttps://doi.org/10.1007/978-981-16-6009-2
942 _2ddc
_cEBOOK
999 _c105649
_d105649