Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys

Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substant...

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Bibliographic Details
Main Author: O'Brien, Grace
Other Authors: Lalas, J.W., Strikwerda, H. L.
Format: Book Part
Language:unknown
Published: Emerald 2021
Subjects:
First Nations
Online Access:https://eprints.qut.edu.au/211968/
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spelling ftqueensland:oai:eprints.qut.edu.au:211968 2024-02-11T10:03:50+01:00 Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys O'Brien, Grace Lalas, J.W. Strikwerda, H. L. 2021-07-26 https://eprints.qut.edu.au/211968/ unknown Emerald https://books.emeraldinsight.com/page/detail/Minding-the-Marginalized-Students-Through-Inclusion-Justice-and-HopeMinding-the-Marginalized-Students-Through-Inclusion,-Justice,-and-Hope/?k=9781839827952 doi:10.1108/S1479-363620210000016011 O'Brien, Grace (2021) Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys. In Lalas, J.W. & Strikwerda, H. L. (Eds.) Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities. Emerald, United Kingdom, pp. 193-209. https://eprints.qut.edu.au/211968/ Centre for Inclusive Education; Faculty of Creative Industries, Education & Social Justice; School of Early Childhood & Inclusive Education 2021 Emerald Publishing Limited This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities Chapter in Book, Report or Conference volume 2021 ftqueensland https://doi.org/10.1108/S1479-363620210000016011 2024-01-22T23:23:02Z Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substantial gap exists examining the educational exclusion of young First Nations males from the education system and whether this has a direct bearing on their overrepresentation in juvenile incarceration. Highlighted in this chapter are the cultural complexities and inequitable practices associated with high rates of exclusion of First Nations boys from school resulting in the likelihood of potential incarceration for some. Finally, certain pragmatic solutions are offered so that educators may reflect upon their important role in disrupting the school-to-prison pipeline. Book Part First Nations Queensland University of Technology: QUT ePrints 193 209
institution Open Polar
collection Queensland University of Technology: QUT ePrints
op_collection_id ftqueensland
language unknown
description Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substantial gap exists examining the educational exclusion of young First Nations males from the education system and whether this has a direct bearing on their overrepresentation in juvenile incarceration. Highlighted in this chapter are the cultural complexities and inequitable practices associated with high rates of exclusion of First Nations boys from school resulting in the likelihood of potential incarceration for some. Finally, certain pragmatic solutions are offered so that educators may reflect upon their important role in disrupting the school-to-prison pipeline.
author2 Lalas, J.W.
Strikwerda, H. L.
format Book Part
author O'Brien, Grace
spellingShingle O'Brien, Grace
Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
author_facet O'Brien, Grace
author_sort O'Brien, Grace
title Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
title_short Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
title_full Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
title_fullStr Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
title_full_unstemmed Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
title_sort disrupting the status quo: a socially just education for australia's first nations boys
publisher Emerald
publishDate 2021
url https://eprints.qut.edu.au/211968/
genre First Nations
genre_facet First Nations
op_source Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities
op_relation https://books.emeraldinsight.com/page/detail/Minding-the-Marginalized-Students-Through-Inclusion-Justice-and-HopeMinding-the-Marginalized-Students-Through-Inclusion,-Justice,-and-Hope/?k=9781839827952
doi:10.1108/S1479-363620210000016011
O'Brien, Grace (2021) Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys. In Lalas, J.W. & Strikwerda, H. L. (Eds.) Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities. Emerald, United Kingdom, pp. 193-209.
https://eprints.qut.edu.au/211968/
Centre for Inclusive Education; Faculty of Creative Industries, Education & Social Justice; School of Early Childhood & Inclusive Education
op_rights 2021 Emerald Publishing Limited
This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au
op_doi https://doi.org/10.1108/S1479-363620210000016011
container_start_page 193
op_container_end_page 209
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