Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

Benveniste, Tessa, Guenther, John, Dawson, Drew and King, Lorraine (2019) Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools? Journal of Intercultural Studies, 40 (1). pp. 32-48. (In Press)

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Abstract

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.

Item Type: Article
Keywords: Critical race Theory; Indigenous education; Aboriginal and Torres Strait Islander education; Aboriginal boarding schools; education inequality
Field of Research: 13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
16 Studies in Human Society > 1608 Sociology > 160803 Race and Ethnic Relations
16 Studies in Human Society > 1699 Other Studies in Human Society > 169902 Studies of Aboriginal and Torres Strait Islander Society
Subjects: L Education > L Education (General)
Research Collaboration Area: Education
Date Deposited: 30 Jan 2020 02:20
Last Modified: 30 Jan 2020 02:20
URI: http://eprints.batchelor.edu.au/id/eprint/623

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