Osborne, Samuel (2016) Staging standpoint dialogue in tristate education: privileging Anangu voices. PhD thesis, Victoria University.

Abstract

Aboriginal education in remote areas of Australia continues to be a contested focus for policy and practice, with little debate that actively involves Aboriginal people themselves. This thesis attempts to redress this gap in a small way by in-depth conversations about education with Anangu in the tristate area of central Australia (the region where Western Australia, South Australia and the Northern Territory meet). Here Aboriginal people live in relatively small, dispersed desert communities with close language and familial connections. Contact with Europeans is relatively recent, with provision of schooling moving from centralised mission-based schooling to decentralised community schools following the 1967 referendum. Anangu children are frequently positioned as deficient in mainstream educational achievement narratives within colonial and neo-colonial educational endeavours. This study seeks to inform Anangu education policy and practice from Anangu standpoints and to explore the potential for standpoint dialogue in negotiating alternatives in tristate education (Harding, 1992).

Search Google Scholar

Repository staff login