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“Ceaselessly circling the centre” Historical contextualization of indigenous education within Australia

“Ceaselessly circling the centre” Historical contextualization of indigenous education within... Purpose – The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's “first peoples” within a context of centre/periphery thinking. Design/methodology/approach – The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face‐to‐face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings – The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value – This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between “centre and periphery”, provides valuable insights into the full diversity of the indigenous historical experience in Australian education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

“Ceaselessly circling the centre” Historical contextualization of indigenous education within Australia

History of Education Review , Volume 41 (2): 13 – Oct 12, 2012

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Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
0819-8691
DOI
10.1108/08198691311269484
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's “first peoples” within a context of centre/periphery thinking. Design/methodology/approach – The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face‐to‐face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings – The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value – This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between “centre and periphery”, provides valuable insights into the full diversity of the indigenous historical experience in Australian education.

Journal

History of Education ReviewEmerald Publishing

Published: Oct 12, 2012

Keywords: Australia; Australian aboriginals; History; Education; Indigenous studies; Empowerment

References