'We Wanted to Be Boss': Self-Determination, Indigenous Governance and the Yipirinya School

Autor/in	Thomas, Archie
Titel	'We Wanted to Be Boss': Self-Determination, Indigenous Governance and the Yipirinya School
Quelle	In: Journal of Educational Administration and History, 55 (2023) 3, S.257-273 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Archie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2022.2151578
Schlagwörter	Foreign Countries; Indigenous Populations; Governance; Self Determination; Educational History; Teachers; Community Schools; Colonialism; Educational Policy; Self Management; Change; Policy Formation; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Selbstbestimmung; History of education; Bildungsgeschichte; Lehrer; Lehrerin; Lehrende; Community school; ; Gemeindeschule; Gemeinschaftsschule; Kolonialismus; Politics of education; Selbstmanagement; Wandel; Politische Betätigung; Australien
Abstract	Much historical scholarship on Indigenous education policy focuses on attempts to assimilate Indigenous peoples. Meanwhile, educational policy debates tend to focus on achievement, framed by deficit. Rarely considered are strategic political actions by Indigenous groups to remodel schooling. This paper examines how Indigenous groups have embraced opportunities to construct new Indigenous futures through schooling, and have built modern Indigenous governance in the process. Through a case study focusing on the successful effort to establish the Indigenous-controlled Yipirinya School for town camp children in Alice Springs ("Mparntwe"), Australia, between 1976-1983, I show how Indigenous educators and their allies built community-controlled schooling to support a self-governed multicultural Indigenous community. On reclaimed Indigenous land, these visionaries overtly challenged the constraints of settler colonial state-led policies of self-determination and later self-management. They were central to constituting a new Indigenous political leadership in Alice Springs which saw control of schooling as central to Indigenous futures. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01