A rationale for the urgency of Indigenous education sovereignty: enough’s enough

Michelle Bishop*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)

    Abstract

    For tens of thousands of years, Indigenous Peoples in the country now known as Australia have had a very successful education system in place, from place. Currently, many Aboriginal and Torres Strait Islander students experience systemic harm in Australia's public and private schooling systems at unacceptable levels and are consistently positioned as deficient in both the practices and outcomes of formal schooling in Australia. Under the pretense of ‘getting a good education’, many Indigenous students feel coerced into compliance, with schools used as vehicles of institutionalisation, indoctrination and assimilation. As a Gamilaroi woman, I find issue with this and am concerned about the intergenerational consequences if Indigenous students remain in this system. Yet, there are few education options available outside the dominant Western, compulsory schooling model. This paper proposes an envisioning of Indigenous education sovereignty, grounded in Aboriginal axiologies, ontologies and epistemologies as an education option for all students.

    Original languageEnglish
    Number of pages14
    JournalAustralian Educational Researcher
    Early online date5 Aug 2020
    DOIs
    Publication statusE-pub ahead of print - 5 Aug 2020

    Keywords

    • Aboriginal and Torres Strait Islander students
    • decolonisation
    • envisioning
    • futurities
    • Indigenous education
    • sovereignty

    Fingerprint Dive into the research topics of 'A rationale for the urgency of Indigenous education sovereignty: enough’s enough'. Together they form a unique fingerprint.

    Cite this