To "Uplift the Aborigine" or to "Uphold" Aboriginal Dignity and Pride? Indigenous Educational Debates in 1960s Australia

Autor/in	Rudolph, Sophie
Titel	To "Uplift the Aborigine" or to "Uphold" Aboriginal Dignity and Pride? Indigenous Educational Debates in 1960s Australia
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 55 (2019) 1, S.152-165 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rudolph, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1472112
Schlagwörter	Indigenous Populations; Educationally Disadvantaged; Foreign Countries; Educational History; Social Integration; Acculturation; Equal Education; Racial Bias; Activism; Phrase Structure; Constitutional Law; Racial Discrimination; Conferences (Gatherings); Discourse Analysis; Human Dignity; Access to Education; Educational Practices; Foreign Policy; Land Settlement; Whites; Educational Opportunities; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; History of education; Bildungsgeschichte; Soziale Integration; Akkulturation; Racial discrimination; Rassismus; Aktivismus; Politischer Protest; Phrasenstruktur; Staatsrecht; Racial bias; Diskursanalyse; Menschenwürde; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Außenpolitik; Siedlungsraum; White; Weißer; Bildungsangebot; Bildungschance; Australien
Abstract	The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the Referendum was held, a conference called Aborigines and Education was convened at Monash University. Education was seen to be vital in addressing what was described as "profound educational disadvantage" experienced by Indigenous people. The debates that ensued show how education was imagined to be able to solve the problems Indigenous students were encountering. In this article I confine my interest to a selection of papers and examine the features of two distinctive discourses that emerge: that of "uplifting the Aborigine" and that of "upholding" Aboriginal dignity and pride. In doing this, I demonstrate how particular "race logics" were employed and contested in these debates. I argue that the insights garnered through analysis of these discourses offer opportunities for education research and practices that are in solidarity with the emancipatory goals of marginalised communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01