History, Space and Schooling Among Indigenous Australians

Jenny Dean, Philip Roberts

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review

Abstract

In Australia, Indigenous people on average have lower school achievement levels than other Australians. However, few studies establish the historical and spatial circumstances that have impacted their current schooling experiences and outcomes. This chapter's central argument is that the schooling inequality observed for Indigenous Australians is related to the collective histories they have experienced, and this relationship has, in turn, resulted in ongoing patterns of spatial inequality. The chapter reviews evidence of the links between spatial influences, the current distribution of the Indigenous population, differentiation in systemic factors such as access to the school curriculum and the persistence of schooling inequality among Indigenous people. We argue that more contemporary policies of school marketisation and neoliberalism function as exclusionary pressures by continuing to entrench spatial inequality among Australia's First Nations people.

Original languageEnglish
Title of host publicationInternational Perspectives on Exclusionary Pressures in Education
Subtitle of host publicationHow Inclusion becomes Exclusion
EditorsElizabeth J. Done, Helen Knowler
Place of PublicationUnited Kingdom
PublisherPalgrave Macmillan
Chapter9
Pages163-182
Number of pages20
ISBN (Print)9783031141126
DOIs
Publication statusPublished - 28 Feb 2023

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