Titlebook: Boarding and Australia‘s First Peoples; Understanding How Re Marnie O’Bryan Book 2021 The Editor(s) (if applicable) and The Author(s), unde

Extricate

,Prinzip der gleichmäßigen Beschränktheit,This chapter is the testimony of a young man who attempted to have the Aboriginal flag flown at his school. The obstinate refusal of the principal to do so exposed power dynamics and cultural biases in the institution which this participant described as damaging his sense of belonging and his willingness to invest in school life.

Immobilize

,Teilmengen von Funktionenräumen,This chapter is the testimony of a grandmother who was the primary support person for grandsons who attended two different elite schools. Her experience in each was vastly different, despite the schools having similar socio-educational and socio-economic institutional profiles.

WAX

Understanding the Historical ContextThis chapter looks at the history of settler-colonial Australia and provides a snapshot of First Nations Australia in 2021. It describes how the dynamics of settler colonial history have left their mark on the particular architecture of the Australian education system.

体贴

音乐等

First Person: Context is EverythingThis chapter is written by one of the First Nations contributors named at the start of this book. She explains from her own lived experience how understanding individual context is the critical first step to engaging First Nations students in dominant culture education settings.

挑剔小责

The Purpose and Presumed Benefits of Boarding; Parents and AlumniThis chapter focuses on Education participants. Teachers and school leaders reflect on why students were at their schools, their understanding of the outcomes to which families and schools respectively aspired, and the expectations schools had of students and their families. Alumni report their perception of schools’ motivations.

史前

The Purpose and Presumed Benefits of Indigenous Programs: Education ParticipantsThis chapter focuses on education participants. Teachers and school leaders reflect on why students were at their schools, their understanding of the outcomes to which families and schools respectively aspired, and the expectations schools had of students and their families. Alumni report their perception of schools’ motivations.

jungle

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browbeat

First Person: Getting Lost, Being FoundIn this chapter is written by a young man who attended a regional boarding school along with a critical mass of countrymen and family members. His account speaks to the power and efficacy of maintaining strong community connections and providing culturally grounded role models.