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001441830 001__ 1441830
001441830 003__ OCoLC
001441830 005__ 20230309003345.0
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001441830 019__ $$a1295380841$$a1295406287
001441830 020__ $$a9789811660092$$q(electronic book)
001441830 020__ $$a9811660093$$q(electronic book)
001441830 020__ $$z9789811660085
001441830 020__ $$z9811660085
001441830 0247_ $$a10.1007/978-981-16-6009-2$$2doi
001441830 035__ $$aSP(OCoLC)1295351805
001441830 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dN$T$$dOCLCO$$dOCLCF$$dORZ$$dWAU$$dOCLCQ
001441830 043__ $$au-at---
001441830 049__ $$aISEA
001441830 050_4 $$aLC3501.A3$$bO37 2021
001441830 08204 $$a371.829/9915$$223
001441830 1001_ $$aO'Bryan, Marnie,$$eauthor.
001441830 24510 $$aBoarding and Australia's First Peoples :$$bunderstanding how residential schooling shapes lives /$$cMarnie O'Bryan.
001441830 264_1 $$aSingapore, Singapore :$$bSpringer,$$c[2021]
001441830 264_4 $$c©2021
001441830 300__ $$a1 online resource (xxiv, 345 pages) :$$bcolor illustration
001441830 336__ $$atext$$btxt$$2rdacontent
001441830 337__ $$acomputer$$bc$$2rdamedia
001441830 338__ $$aonline resource$$bcr$$2rdacarrier
001441830 4900_ $$aIndigenous-settler relations in Australia and the world,$$x2524-5775 ;$$vvolume 3
001441830 504__ $$aIncludes bibliographical references.
001441830 5050_ $$aPart I. Providing context. Understanding the historical context -- Boarding schools -- First person: Context is everything -- Part II. Expectations and transitions. The purpose and presumed benefits of boarding; parents and alumni -- The purpose and presumed benefits of Indigenous programs : education participants -- Transition to boarding -- First person: Haste, hope and hubris -- Part III. Factors constraining success and how to neutralise them. Homesickness -- First person: Getting lost, being found -- Trauma -- First person: Courage -- Encountering cultural dissonance, racial stereotypes and racism at school -- First person: Challenging structures of power -- Part IV. Factors enabling success and how to maximise them. Family support and finding a voice -- First person: Two grandsons, two schools -- Resilience and developing a resistant mind-set -- Metamorphosis. Fighting the good fight -- Part V. Education dilemma. Education policy, choice and remote education. Lest we forget -- Understanding the cost/benefit of boarding with reference to football -- First person: Football, flourishing and capabilities -- First person: Success. Or what cost education? -- Part VI. First person: Reflections on the impact of boarding. First person: Accountability -- First person: Success, sacrifice and identity -- First person: The power of positive relationships -- First person: Trauma and why identity matters -- First person: The power of insider knowledge -- Part VII. Driving change. Truth telling and transformations -- First person: Turning the ship around -- Conclusion.
001441830 506__ $$aAccess limited to authorized users.
001441830 520__ $$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. .
001441830 588__ $$aDescription based on online resource; title from digital title page (viewed on July 21, 2022).
001441830 650_0 $$aChildren, Aboriginal Australian$$xEducation.
001441830 650_0 $$aBoarding school students$$zAustralia.
001441830 650_6 $$aEnfants australiens (aborigènes)$$xÉducation.
001441830 650_6 $$aInternes$$zAustralie.
001441830 655_0 $$aElectronic books.
001441830 77608 $$iPrint version:$$aO'Bryan, Marnie.$$tBoarding and Australia's First Peoples.$$dSingapore : Springer, 2022$$z9789811660085$$w(OCoLC)1295099993
001441830 852__ $$bebk
001441830 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-6009-2$$zOnline Access$$91397441.1
001441830 909CO $$ooai:library.usi.edu:1441830$$pGLOBAL_SET
001441830 980__ $$aBIB
001441830 980__ $$aEBOOK
001441830 982__ $$aEbook
001441830 983__ $$aOnline
001441830 994__ $$a92$$bISE