Staging standpoint dialogue in tristate education: privileging Anangu voices

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).

Item type Thesis (PhD thesis)
URI https://vuir.vu.edu.au/id/eprint/32634
Subjects Current > FOR Classification > 1301 Education Systems
Current > FOR Classification > 1605 Policy and Administration
Current > FOR Classification > 2103 Historical Studies
Current > FOR Classification > 2202 History and Philosophy of Specific Fields
Historical > Faculty/School/Research Centre/Department > College of Education
Keywords indigenous education, remote communities, schooling, learning, Yarnangu, 20th century, 21st century, history, educators, education systems, curriculum
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