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

Australian Journal of Indigenous Education

Volumn 37, Issue 1, 2008, Pages 165-177

  Edwards Groves, Christine ^a   Murray, With Colleen ^b  

^a CHARLES STURT UNIVERSITY   (Australia)

^b Tirkandi Inaburra Cultural and Development Centre   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85012489858     PISSN: 13260111     EISSN: 20497784     Source Type: Journal    
DOI: 10.1017/S1326011100016203     Document Type: Article

References (27)

1. Baker, C. (1990- Classroom literacy events. Australian Journal of Reading, 14(2), 103–108.
2. Burnett, B. (2004). How does “othering” constitute cultural discrimination? In B. Burnett, D. Meadmore & G. Tait (Eds.), New questions for contemporary teachers taking a socio-cultural approach to education (pp. 101–111). Frenchs Forest, NSW: Pearson Education.
3. Clifford, J. (1988). The predicament of culture: Twentieth-century ethnography, literature, and art. Cambridge, MA: Harvard University Press.
4. Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public school: A classroom practice guide. Ryde, NSW: Commonwealth of Australia.
5. Derrida J. (1982). Differance. In J. Derrida (Ed.), Margins of philosophy (pp. 3–27). Chicago, IL: The University of Chicago Press.
6. Edwards-Groves, C. (2007). The praxis-oriented self: Continuing (self) - education. In Enabling praxis: Challenges for education. Rotterdam, The Netherlands: Sense Publishers.
7. Foley, D. (2007). Aboriginality and pedagogy. In R. Connell, C. Campbell, M. Vickers, A. Welch, D. Foley & N. Bagnall (Eds.), Education, change and society (pp. 94–126). South Melbourne, VIC: Oxford University Press.
8. Franklin, C., & Streeter, C. L. (2004). Solution-focused alternatives for education: An Evaluation of Gonzah Garza Independence High School. School of Social Work Research Report. Austin, TX: The University of Texas.
9. Freebody, R., & Dwyer, B. (1992, July). Classrooms as learning environments: The structure of participation. Paper presented at the New South Wales Conference on Learning Difficulties, Sydney, New South Wales, Australia.
10. Freebody, P., Ludwig, C., & Gunn, S. (1995). The literacy practices in and out of schools in low socio-economic urban communities. Canberra, ACT: Commonwealth Department of Employment, Education and Training, Curriculum Corporation, Commonwealth of Australia.
11. Freiberg, J., & Freebody, P. (1995). Analysing literacy events in Classrooms and Homes: Conversation-analytic Approaches. In P Freebody, C. Ludwig, & S. Gunn (Eds.), The literacy practices in and out of schools in low socio-economic urban communities (pp.185–369). Canberra, ACT: Commonwealth Department of Education, Employment and Training.
12. Greene, R., & Ablon, S. (2006). Treating explosive kids: The collaborative problem-solving approach. New York, NY: The Guilford Press.
13. Habermas, J. (1987). Theory of communicative action: lifeworld and system: A critique of functionalist reason (Vol. 2, T. McCarthy, Trans.). Boston, MA: Beacon.
14. Harrison, N. (2003). Grounded theory or grounded data?: The production of power and knowledge in ethnographic research. The Australian Journal of Indigenous Education, 32,101–106.
15. Kemmis, S., & Grootenboer, R (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T J. Smith (Ed.), Enabling praxis: Challenges for education (pp. 37–64). Rotterdam, The Netherlands: Sense Publishers.
16. Lavoie, R. (1989). How difficult can this be? The F.A.T. City Workshop. Washington, DC: A Learning Disabilities DVD and Discussion Guide.
17. Levine, M. (2002). A mind at a time. New York, NY: Simon & Schuster.
18. Malin, M. (1994). Why is life so hard for Aboriginal students in urban classrooms? The Aboriginal Child at School, 22(2), 141–154.
19. Moje, E. (2002). “To be part of the story”: The literacy practices of gangsta adolescents. Teachers College Record, 102,651–690.
20. Osborne, B. (2003). Preparing preservice teachers' minds, hearts and actions for teaching in remote Indigenous contexts. The Australian Journal of Indigenous of Education, 31, 17–24.
21. Pflaum, S. S., & Bishop, R A. (2004). Student perceptions of reading engagement: Learning from the learners. Journal of Adolescent and Adult Literacy, 48(3), 202–213.
22. Rubie, C. (1999, November). Kia Kaha: Improving classroom performance through developing cultural awareness. Paper presented to AARE-NZARE Conference on Research in Education, Melbourne, Victoria, Australia.
23. Russell, D. (1999). The importance of identity in the retention and attainment of Aboriginal students at secondary school: Some research findings. The Australian Journal of Indigenous Education, 27(1), pp. 10–19.
24. Schatzki, T. (2002). The site of the social: A Philosophical account of the constitution of social life and change. University Park, PS: University of Pennsylvania Press.
25. Triplett, C. F. (2004). Looking for a struggle: Exploring the emotions of a middle school reader, Journal of Adolescent andAdult Literacy, 48(3), 214–221.
26. Wenger. E, (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
27. Willes, M. J. (1983). Children into pupils. London: Routledge and Kegan Paul.