School House to Big House

Autor/inn/en	O'Brien, Grace; Trudgett, Michelle
Titel	School House to Big House
Quelle	In: Australian Journal of Indigenous Education, 49 (2020) 1, S.98-106 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2018.13
Schlagwörter	Foreign Countries; Indigenous Populations; Males; Juvenile Justice; Institutionalized Persons; Correctional Education; Inclusion; Disproportionate Representation; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Male; Männliches Geschlecht; Jugendgerichtshilfe; Fürsorgeerziehung; Inklusion; Australien
Abstract	In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, "Recommendation 62" identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01