Introduction to the special issue. Indigenous education in urban settings: critical examinations and meaningful responses

This special issue of The Australian Journal of Indigenous Education presents a second volume of papers which specifically address the issue of remote education for Indigenous Australians. ‘Red Dirt Revisited’, edited by John Guenther, presents findings from his team working on the Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP). Focusing on a number of remote Aboriginal and Torres Strait Islander educational sites in the Northern Territory, Western Australia and South Australia, the RES project is now in its final stages and the main intention behind this special issue is to share significant findings from this important research. Much of the work presented here is by postgraduate students and AJIE is very pleased to be able to provide a voice and forum to support and ‘grow’ early career researchers in our field.

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Commentary: Unsettling friendship and using friendship to unsettle

Urban Studies ◽

10.1177/0042098017730543 ◽

2017 ◽

Vol 55 (3) ◽

pp. 655-661 ◽

Cited By ~ 4

Author(s):

Halleh Ghorashi

Keyword(s):

Social Change ◽

Ethnic Difference ◽

The Self ◽

The Other ◽

Special Issue ◽

Empirical Reality ◽

Urban Settings ◽

Modern Times ◽

Conceptual Frame

Since the early 2000s there has been an undeniable global escalation of negative othering discourses concerning migrants and refugees. The fixation on ethnic difference in these discourses blinds us toward possible sources of connection. To unsettle this essentialist discourse of othering, we need to consider practices that denormalise the taken-for-granted taxonomies of the Self and the Other at their cores and rethink conditions for connection. Urban relational initiatives, experiences and narrations could provide interesting perspectives for exploring new possibilities for connection in liquid modern times, where old-fashioned collective categories lost their function. A multilayered, non-centric, non-celebratory approach of friendship as an empirical and conceptual frame provides a refreshing angle for capturing the multiplicity of everyday urban interactions. The contributions to this special issue provide insights toward enlarging our imaginings of the myriad ways that friendship as a concept and an empirical reality is enabling and constraining relationality in diverse urban settings. Here, I also argue for the importance of ‘unusual’ friendships and their potential to unsettle normalised practices of othering, thereby producing new narratives of connections in a variety of urban settings. All these small yet significant acts of friendship might be either ‘chained’ strategically to promote a collective alternative to normalised practices or ‘chained’ in an invisible manner, serving as existing subtle and modest struggles in imagining social change.

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Introduction to the Special Issue: Indigenous Education in Southern Africa: Research and Action

Diaspora Indigenous and Minority Education ◽

10.1080/15595692.2011.559770 ◽

2011 ◽

Vol 5 (2) ◽

pp. 71-75 ◽

Cited By ~ 1

Author(s):

Jennifer Hays

Keyword(s):

Southern Africa ◽

Indigenous Education ◽

Special Issue

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Editorial

The Australian Journal of Indigenous Education ◽

10.1017/jie.2018.6 ◽

2018 ◽

Vol 47 (1) ◽

pp. iii-iv

Author(s):

Carlos Rivera Santana ◽

Elizabeth Mackinlay ◽

Martin Nakata

Keyword(s):

Indigenous Education ◽

Global South ◽

Indigenous Studies ◽

Standpoint Theory ◽

Special Issue ◽

Conceptual Approach ◽

Starting Point ◽

Indigenous Perspectives ◽

The University ◽

Indigenous Pedagogies

This special issue of the Australian Journal of Indigenous Education, titled ‘South-South Dialogues: Global Approaches to Decolonial Pedagogies’, aims to contribute to the field of Australian Indigenous Studies and Education by further diversifying the perspectives, conversations and conceptual tools to engage with Indigenous pedagogies. Through a south-south conversational and conceptual approach, this special issue expands the conversation of Indigenous pedagogies internationally and conceptually from a global south location. At the same time, this special issue means to be a re-iteration of the first ‘South-South Dialogues: Situated Perspectives in Decolonial Epistemologies’ conference held in November 2015 at The University of Queensland, Brisbane, which displayed a south-south conversation lead by local and global Indigenous perspectives. This special issue further theorises what many local and global scholars view as implied in Indigenous education: that the mainstream field of education can be re-examined using a decolonial viewpoint, one that is led by the views of Indigenous peoples and people of colour from the ‘global south’. This issue also responds to a re-awakening of decolonial theories that have been embodied in ‘Southern Theory’ (Connell, 2007), Indigenous Standpoint Theory (Nakata, 2007), coloniality/decoloniality (see, for instance, Maldonado-Torres, 2007), among others that continue to re-examine the conditions in which colonisation continues to be epistemologically exerted and continue to propose ways to contest it. This re-invigorated conversation is one that can be addressed by a genuinely horizontal intercultural dialogue lead by the southern perspectives. This was, one way or another, what was observed and lived in the ‘South-South Dialogues’ conference that felt like the starting point of a newer form of knowledge production and pedagogy.

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Water and the Making of Californian and Australian Cities: Introduction

Journal of Urban History ◽

10.1177/0096144217692992 ◽

2017 ◽

Vol 46 (1) ◽

pp. 3-14

Author(s):

Lionel Frost

Keyword(s):

Case Studies ◽

Comparative Studies ◽

Special Issue ◽

Water Supplies ◽

Urban Settings ◽

Introductory Article ◽

Australian History ◽

Water Issues ◽

Empirical Case Studies

The articles in this special issue draw on examples from Californian and Australian history to consider how people have met the challenges of securing adequate water supplies and managing water issues in urban settings. Through studies in which water, an issue that is of universal relevance, is central to the narrative, the collection aims to combine detailed empirical case studies with comparative studies of broader processes. The aim of this introductory article is to identify the scope for comparative histories of Californian and Australian cities, based on historical and geographic features that are common to the two regions, and to consider long-term influences on the ways in which the demand for and supply of water was managed in different cities.

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Introduction

The Australian Journal of Indigenous Education ◽

10.1017/jie.2013.16 ◽

2013 ◽

Vol 42 (2) ◽

pp. 85-87

Author(s):

Jeannie Herbert

Keyword(s):

Torres Strait Islander ◽

Indigenous Education ◽

Learning Needs ◽

Special Issue ◽

Education Systems ◽

Indigenous Students ◽

Education Outcomes ◽

Remote Locations ◽

Education Service ◽

Australian Education

This Special Issue of the Australian Journal of Indigenous Education presents a unique collection of nine articles representing the initial outputs from the Remote Education Systems’ (RES) 5-year project to research and identify ways in which education systems might respond more effectively to Aboriginal and Torres Strait Islander expectations, aspirations and learning needs. The project is unique for two reasons: (1) its focus on one of the most critical and complex aspects of the Australian education landscape — the need for systemic change in improving the education outcomes of Indigenous students living in remote locations throughout the nation; and (2) there is sufficient time for researchers to meaningfully engage with the diversity of remote-based stakeholders — educators, parents, students and the wider community – in order to obtain their viewpoints concerning the value of the remote-based education service delivery provided in their schools.

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