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

Tessa Benveniste, John Guenther, Drew Dawson, Lorraine King

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)32-48
Number of pages17
JournalJournal of Intercultural Studies
Volume40
Issue number1
DOIs
Publication statusPublished - 2019
Externally publishedYes

Keywords

  • Aboriginal and Torres Strait Islander education
  • Aboriginal boarding schools
  • Critical race Theory
  • education inequality
  • Indigenous education

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