Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

Abstract

This paper arises from PhD research on an Australian, Northern Territory (NT) language education policy, 'Compulsory Teaching in English For the First Four Hours of Each School Day', led to the synergy of research evidence from two knowledge systems. Initiated in response to local NT Indigenous concerns, the research explored these concerns in detail using qualitative critical case study ethnographic across-cultural research approaches. This paper describes how Indigenous knowledge in relation to policy effects not only informed methodology but confirmed regional, national and international research in the field of bilingual education. In contrast, a critical discourse analysis on policy texts and discourse exposed flawed rationality and fallacy. This latter analysis was informed by Fairclough (1989) and Reisigl and Wodak's (2009) Historical Discourse Analysis, as well as the works of Foucault, Bourdieu, and others. As such, this paper explains how the research explored the issue of policy analysis and effects to afford a western explanation with Indigenous perspectives as the foundation of research that can help us travel the knowledge journey together.

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

“…Also, human capital theory has been connected with other pertinent theories such as critical race theory (Aleman, 2013) that might suggest potentially challenging perspectives on boarding effects, particularly for some student groups. For example, critical race theory has been applied as a lens to understand boarding school for Indigenous students (Benveniste et al, 2019). For these students, boarding school may reproduce dominant cultural values through their daily practices, policies and procedures that are not appropriately sensitive or supportive of Indigenous students and their cultural and social-emotional needs.…”

Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students

“…On the other hand, the literature also highlights risks and costs associated with participation in boarding. These include a disconnection from family and kinship groups, cultural ceremonies and rites of passage, mental health risks, and reduced familial connections (Benveniste et al, 2019; Mander et al, 2015; Redman-MacLaren et al, 2017). Despite the growing evidence about boarding provision, there is little if any research (excluding the various inquiries and reviews) that evaluates policy in this area.…”

Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing

“…There are additional considerations for Indigenous students who frequently come from backgrounds where they may have had very minimal experience with non‐Indigenous people and westernised culture. Very often, not only are they leaving their home communities, but they are entering an environment that can be very different culturally and contain challenges such as racism and lateral violence (Benveniste et al, 2019). The impact of this change in cultural landscape in educational settings must be considered in interpreting findings.…”

“…While pointing out the shortcomings of boarding schools for Indigenous students, Beneveniste et al (2019), in applying critical race theory to one case study of an Indigenous boarding school in South Australia, offer sound advice that may lead to more positive outcomes for Indigenous students in boarding schools (e.g., prioritisation of Aboriginal epistemologies, ontologies and axiologies).…”