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

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...

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Bibliographic Details
Published in:Journal of intercultural studies 2019-02, Vol.40 (1), p.32-48
Main Authors: Benveniste, Tessa, Guenther, John, Dawson, Drew, King, Lorraine
Format: Article
Language:English
Subjects:
Aboriginal and Torres Strait Islander education
Aboriginal Australians
Aboriginal boarding schools
Aboriginal education
Aboriginal students
Anangu people
Boarding schools
Critical race Theory
Critical theory
education inequality
Equal education
Equality
Family school relationship
Geographic isolation
Indigenous education
Indigenous peoples
Interpersonal relationship
Interviews
Native peoples
Native students
Pedagogy
Power
Race
Race relations
Racism
Residence
Rural Aboriginal people
Schools
Sociocultural factors
Student empowerment
Students
Torres Strait Islander education
Torres Strait Islander students
Youth workers
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Summary: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.
ISSN:0725-6868
1469-9540
DOI:10.1080/07256868.2018.1552573