A Personal Journey with Anangu History

Edwards, Bill

doi:10.22459/nn.11.2014.04

Cited by 3 publications

(3 citation statements)

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“…The Petermann Range people still relate across the Docker River and Areyonga communities with strong ties to Warakurna in Western Australia, Mutitjulu in the Northern Territory and beyond. In its early years, the wide range of goods available through the store attracted Anangu from outside the Petermann Ranges to travel there (Edwards, 2011;National Archives of Australia, 2007;Young, 2010). …”

Section: Areyongamentioning

confidence: 99%

“…The three mission based school sites were under the authority of different church denominational institutions which, along with the influence of various individuals shaped diverse attitudes and approaches to educational policy. In particular, Aboriginal language and culture and its relationship to Christianity and the broader aims of the missions varied across the region (Edwards, 1988(Edwards, , 1992(Edwards, , 2011.…”

Section: An Overview Of Schools In the Tri-state Regionmentioning

confidence: 99%

“…According to Edwards (1997), United Aborigines Mission (UAM) missionary Will Wade commenced the mission in 1935 after a series of exploratory trips. Schooling commenced almost immediately following the establishment of the mission and Edwards noted marked philosophical differences between the UAM approach and that of the Ernabella mission, stating that, at the Warburton mission, ‘Aboriginal cultures and languages were largely denigrated’, and further, that the, ‘UAM mission philosophy was one of replacement [of local languages and cultures] rather than of adaptation’ (Edwards, 2011, p. 7) but also notes that UAM missionary Wilf Douglas, ‘impressed the people with his language ability’ (p. 7). In the 1950s, the Warburton Mission community came into collision with assimilationist policies of the day and what Haebich (2011) describes as ‘a new frontier of military and scientific intervention, notably the atomic tests that affected vast areas of the Central Reserves and incursions by international mining corporations’ (p. 1039).…”

Section: Cows Bombs Mines and Missions; Significant Centralisation mentioning

confidence: 99%

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Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities

Osborne

2015

AJIE

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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies. This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex. By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.

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Section: Areyongamentioning

confidence: 99%

Section: An Overview Of Schools In the Tri-state Regionmentioning

confidence: 99%