This book takes us inside the complex lived experience of being a First Nations student in predominantly non-Indigenous schools in Australia. Built around the first-hand narratives of Aboriginal and Torres Strait Islander alumni from across the nation, scholarly analysis is layered with personal accounts and reflections. The result is a wide ranging and longitudinal exploration of the enduring impact of years spent boarding which challenges narrow and exclusively empirical measures currently used to define ‘success’ in education. Used as instruments of repression and assimilation, boarding, or residential, schools have played a long and contentious role throughout the settler-colonial world. In Canada and North America, the full scale of human tragedy associated with residential schools is still being exposed. By contrast, in contemporary Australia, boarding schools are characterised as beacons of opportunity and hope; places of empowerment and, in the best, of cultural restitution. In this work, young people interviewed over a span of seven years reflect, in real time, on the intended and unintended consequences boarding has had in their own lives. They relate expected and dramatically unexpected outcomes. They speak to the long-term benefits of education, and to the intergenerational reach of education policy. This book assists practitioners and policy makers to critically review the structures, policies, and cultural assumptions embedded in the institutions in which they work, to the benefit of First Nations students and their families. It encourages new and collaborative approaches Indigenous education programs.

Residential Schools and Indigenous Peoples provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling. It analyses how such abusive systems were legitimised and positioned as benevolent during the late nineteenth century and examines Indigenous and non-Indigenous agency in the possibilities for process of truth, restitution, reconciliation, and reclamation. The book examines the immediate and legacy effects that residential schooling had on Indigenous children who were removed from their families and communities in order to be 'educated' away from their 'savage' backgrounds, into the 'civilised' ways of the colonising societies. It brings together Indigenous and non-Indigenous authors from Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the United Kingdom, and the United States in telling the stories of what happened to Indigenous peoples as a result of the interring of Indigenous children in residential schools. This unique book will appeal to academics, researchers, and postgraduate students in the fields of Indigenous studies, the history of education and comparative education.

An in depth look at boarding schools and their effect on the Native students.

Would Blaxland, Wentworth and Lawson have ever crossed the Blue Mountains without the help of the local Aboriginal people? The invaluable role of local guides in this event is rarely recognised. As silent partners, Aboriginal Australians gave Europeans their first views of iconic animals, such as the Koala and Superb Lyrebird, and helped to unravel the mystery of the egg-laying mammals: the Echidna and Platypus. Well into the twentieth century, Indigenous people were routinely engaged by collectors, illustrators and others with an interest in Australia's animals. Yet this participation, if admitted at all, was generally barely acknowledged. However, when documented, it was clearly significant. Penny Olsen and Lynette Russell have gathered together Aboriginal peoples' contributions to demonstrate the crucial role they played in early Australian zoology. The writings of the early European naturalists clearly describe the valuable knowledge of the Indigenous people of the habits of Australia's bizarre (to a European) fauna. 'Australia's First Naturalists' is invaluable for those wanting to learn more about our original inhabitants' contribution to the collection, recognition and classification of Australia's unique fauna. It heightens our appreciation of the previously unrecognised complex knowledge of Indigenous societies.

A transnational history of how Indigenous peoples mobilised en masse to support the war effort on the battlefields and the home fronts.

"'My story is not about blame. It's about sharing history that belongs to all of Australia. I needed a push, but I am happy to finally give little Rhonda a voice, so that my words will live on after I leave this world.' In 1954, aged three, Rhonda Collard-Spratt was taken from her Aboriginal family and placed on Carnarvon Native Mission, Western Australia. Growing up in the white world of chores and aprons, religious teachings and cruel beatings, Rhonda drew strength and healing from her mission brothers and sisters, her art, music and poetry, and her unbreakable bond with the Dreaming. Alice's Daughter is the story of Rhonda's search for culture and family as she faces violence, racism, foster families, and her father's death in custody; one of the first deaths investigated as part of the Royal Commission into Aboriginal Deaths in Custody. Written in Rhonda's distinctive voice, Alice's Daughter is fearless, compelling and intimate reading. Coupled with her vibrant and powerful paintings and poetry, Rhonda's is a journey of sadness, humour, resilience and ultimately survival."--Publisher's description.