Hearing Children’s Voices: Conceptual and Methodological Challenges

Musgrove, Nell; Leahy, Carla Pascoe; Moruzi, Kristine

doi:10.1007/978-3-030-11896-9_1

Cited by 13 publications

(10 citation statements)

References 52 publications

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“…From 1886, children could be sent to any institution “for neglected children” [7]. And from 1890, the Aborigines Act gave power to the Board to “transfer Aboriginal children to state ‘care' even when they were not orphaned” (Musgrove, 2013, pp. 28–29).…”

Section: The Acts Aboriginal Children and Tally Ho 1955–1957mentioning

confidence: 99%

“…28–29). As Nell Musgrove has shown, it was this legislative amendment that “solidified the link between the government's mainstream child welfare system and systemic removal of Aboriginal children” (Musgrove, 2013, p. 29). Children were often removed by police on the grounds that they were “neglected” – a charge that children faced in court prior to being committed to an institution (McGinnis, 2019, p. 150) [8].…”

Section: The Acts Aboriginal Children and Tally Ho 1955–1957mentioning

confidence: 99%

“…431–432). The paucity of material further compounds the methodological conundrum faced by historians of childhood of the “impossibility of directly and simply reading ‘experience’ or ‘voice’ from any historical source”, particularly of Indigenous young people whose voices are “particularly susceptible to silencing in historical sources” (Musgrove et al , 2019, p. 9–11). Oral history projects associated with testimonies of Stolen Generations survivors provide some way to counterbalance the absence of Indigenous children's voices in the official records.…”

Section: Introductionmentioning

confidence: 99%

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Tally Ho Boys' Training Farm, Aboriginal children and the intersection of school, welfare and justice systems, 1950s–1960s

Marsden

2020

HER

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PurposeThis paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children.Design/methodology/approachThis paper uses Tally Ho Boys’ Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood.FindingsThis paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century.Originality/valueScholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria.

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Section: The Acts Aboriginal Children and Tally Ho 1955–1957mentioning

confidence: 99%

Section: The Acts Aboriginal Children and Tally Ho 1955–1957mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Tally Ho Boys' Training Farm, Aboriginal children and the intersection of school, welfare and justice systems, 1950s–1960s

Marsden

2020

HER

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“…77 While agency has been used uncritically, it can be conceptually valuable as a term to focus on people's individual actions, ones that should be understood as relational and contextual. 78 Political geographers Kirsi Pauliina Kallio and Jouni Häkli propose delineating children's politics to occasions where children "as intentional social beings relate to subject positions offered" by specific forces of socialisation (whether individual, cultural or institutional). 79 Banner's photographic records alone do not provide particular insights into agency, resistance or children's politics, but when considered alongside her written records, more nuanced readings of these visual representations are possible.…”

Section: Children's Agency and Resistancementioning

confidence: 99%

“I feel I am at the stage now of really learning something”: Esma Banner, Post‐Second World War Migration Worker and Photographer

Tomsic

2019

Aus J of Politics History

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Australian woman Esma Banner (1910–2001) was a keen amateur photographer who worked for the United Nations Relief and Rehabilitation Administration (UNRRA) and the International Refugee Organisation (IRO) between 1945 and 1951. While posted in Germany, Banner kept a diary, wrote over 100 letters to her family, kept official reports, took photographs and collected art and craft by Displaced Persons (DP). In particular, photography and family were important to her. She said in a letter home: “You are all always in my thoughts – every picture I take is for you”. This article primarily focuses on visual materials in Esma Banner's personal papers. Banner's collection substantially documents her professional relief work with UNRRA and the IRO, and through this, her interactions with other relief workers as well as displaced children and adults can be seen. Here Banner's photographs and albums are read alongside published materials, letters and diaries to reveal a range of political, personal and gendered understandings of post‐Second World War reconstruction work. The material also provides some insights into the experiences of forcibly displaced children and adults. Banner's photographs are used to reflect upon the place of visual and personal sources in writing histories of post‐Second World War reconstruction.

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“…See alsoTuominen and Löfgren 2018; Tuominen 2015. 2 For history of childhood seeMusgrove et al 2019;Sköld and Vehkalahti 2016. For histories on childhood and war seeMcCulloch and Brewis 2016;Marten 2002;Fast 2010; Näre et al 2010; Welshman 2010;Kennedy 2014;Bell 2017.…”

mentioning

confidence: 99%