Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System

Autor/in	Edwards-Groves, Christine
Titel	Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System
Quelle	In: Australian Journal of Indigenous Education, 37 (2008), S.165-177 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Foreign Countries; Juvenile Justice; Males; Teaching Methods; Adolescents; At Risk Persons; Indigenous Populations; Rural Areas; Residential Programs; Self Concept; Cultural Context; Racial Bias; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Jugendgerichtshilfe; Male; Männliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risikogruppe; Sinti und Roma; Rural area; Ländlicher Raum; Sozialer Wohnungsbau; Selbstkonzept; Racial discrimination; Rassismus; Schülerverhalten; Australien
Abstract	In this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured--both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by the "relational architectures" dominating teaching practices. These voices form not just the backdrop but the centrepiece for discussion in this paper. ["Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System" was written with Colleen Murray.] (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10