This article examines state efforts to assimilate Indigenous peoples through the spatial politics of housing design and the regulation of access to and use of houses, streets, and towns. Using two Australian case studies in the 1950s, Framlingham Aboriginal Reserve in Victoria and the Gap housing development in the Northern Territory, and inspired by recent scholarship on imperial networks and Indigenous mobilities, it explores Aboriginal people’s negotiation of those efforts through practices of both moving and staying put. We demonstrate the importance of micromobility—which we define as smallscale movements across short distances, in and out of buildings, along roads, and across townships—and argue that in order to fully appreciate the regulation of Indigenous mobility and Indigenous resistance to it, scholars must concentrate on the small, local, and seemingly insignificant as well as more drastic and permanent movement.

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government's school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the "imagined community" of Australian nationhood and its heritage and history. Design/methodology/approach -The paper draws on the rich material available in the Victorian Department of Education's school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department's annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years. Findings -State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper's representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment. Originality/value -This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the futurethat is, Australian studentswere inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in ...

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