LEADER 04319nam 22005895 450 001 9910522566303321 005 20240313120215.0 010 $a9789811660092 010 $a9811660093 024 7 $a10.1007/978-981-16-6009-2 035 $a(MiAaPQ)EBC6882476 035 $a(Au-PeEL)EBL6882476 035 $a(CKB)21069310700041 035 $a(DE-He213)978-981-16-6009-2 035 $a(EXLCZ)9921069310700041 100 $a20220203d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBoarding and Australia's First Peoples $eUnderstanding How Residential Schooling Shapes Lives /$fby Marnie O?Bryan 205 $a1st ed. 2021. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2021. 215 $a1 online resource (353 pages) 225 1 $aIndigenous-Settler Relations in Australia and the World,$x2524-5775 ;$v3 311 08$aPrint version: O'Bryan, Marnie Boarding and Australia's First Peoples Singapore : Springer Singapore Pte. Limited,c2022 9789811660085 320 $aIncludes bibliographical references. 327 $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. 330 $aThis book takes us inside the complex lived experience of being a First Nations student in predominantly non-Indigenous schools in Australia. Built around the first-hand narratives of Aboriginal and Torres Strait Islander alumni from across the nation, scholarly analysis is layered with personal accounts and reflections. The result is a wide ranging and longitudinal exploration of the enduring impact of years spent boarding which challenges narrow and exclusively empirical measures currently used to define ?success? in education. Used as instruments of repression and assimilation, boarding, or residential, schools have played a long and contentious role throughout the settler-colonial world. In Canada and North America, the full scale of human tragedy associated with residential schools is still being exposed. By contrast, in contemporary Australia, boarding schools are characterised as beacons of opportunity and hope; places of empowerment and, in the best, of cultural restitution. In this work, young people interviewed over a span of seven years reflect, in real time, on the intended and unintended consequences boarding has had in their own lives. They relate expected and dramatically unexpected outcomes. They speak to the long-term benefits of education, and to the intergenerational reach of education policy. This book assists practitioners and policy makers to critically review the structures, policies, and cultural assumptions embedded in the institutions in which they work, to the benefit of First Nations students and their families. It encourages new and collaborative approaches Indigenous education programs. . 410 0$aIndigenous-Settler Relations in Australia and the World,$x2524-5775 ;$v3 606 $aEducation and state 606 $aEducational sociology 606 $aEducation$xHistory 606 $aEducational Policy and Politics 606 $aSociology of Education 606 $aHistory of Education 615 0$aEducation and state. 615 0$aEducational sociology. 615 0$aEducation$xHistory. 615 14$aEducational Policy and Politics. 615 24$aSociology of Education. 615 24$aHistory of Education. 676 $a371.8299915 700 $aO'Bryan$b Marnie$01081935 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910522566303321 996 $aBoarding and Australia's First Peoples$92596874 997 $aUNINA