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Race, rules and relationships: What can critical race theory offer contemporary aboriginal boarding schools?

journal contribution
posted on 27.02.2020, 00:00 by Tessa BenvenisteTessa Benveniste, J Guenther, Drew DawsonDrew Dawson, L King
Boarding schools have been increasingly championed in strategies to move closer to educational equality for Aboriginal and Torres Strait Islander students. However, there is a significant lack of research and evidence on the implications of the boarding environment for Aboriginal students, families and communities. This paper presents a study of an Aboriginal residential program in South Australia. Semi-structured and narrative interviews with 55 participants (including residence staff, family, and past students) reveal the centrality of rules and relationships within this setting. Consideration of these themes from a Critical Race Theory perspective provides a sociocultural basis to analyse the implications of race, racism and power. In doing so, the underlying implications of the boarding model that should be acknowledged, explored and applied in this setting are identified. Implications for policy and practice are discussed. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Funding

Category 4 - CRC Research Income

History

Volume

40

Issue

1

Start Page

32

End Page

48

Number of Pages

17

eISSN

1469-9540

ISSN

0725-6868

Publisher

Routledge, Australia

Peer Reviewed

Yes

Open Access

No

Cultural Warning

This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologize for any distress that may occur.

Author Research Institute

Appleton Institute

Era Eligible

Yes

Journal

Journal of Intercultural Studies