Indigenous Secondary Education
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The University of Notre Dame Australia ResearchOnline@ND Theses 2012 Indigenous Secondary Education: What implications for counsellors lie in the stories of Indigenous adults, who as children, left their home communities to attend school? Suzanne Jenkins University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Arts and Humanities Commons, and the Education Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Jenkins, S. (2012). Indigenous Secondary Education: What implications for counsellors lie in the stories of Indigenous adults, who as children, left their home communities to attend school? (Doctor of Counselling). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/72 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. School of Arts and Sciences The University of Notre Dame Australia ‘Indigenous Secondary Education: What implications for counsellors lie in the stories of Indigenous adults, who as children, left their home communities to attend school?’ Suzanne Jenkins BA (Hons) Psych, CQSW, Dip App Soc Studies, M.Sc. This thesis is presented in partial fulfilment of the requirements for the degree Doctor of Counselling 2012 DECLARATION OF AUTHORSHIP I declare that this is my own work and does not contain material that has been accepted for the award of any degree or diploma in any academic or other institution. I further declare that, to the best of my knowledge, this thesis does not contain material previously published or written by others except where due reference is made in the text of the thesis. Suzanne Jenkins Candidate’s Name Date i TABLE OF CONTENTS List of appendixes......................................................................................................vii Abstract......................................................................................................................viii Acknowledgements......................................................................................................x Introduction.................................................................................................................1 Chapter 1.‘Setting the Scene’ – An Historical Perspective...................................14 1.1 Aboriginal Sovereignty and Self Determination.............................................15 1.2 Social Indicators of Disadvantage...................................................................18 1.3 Health..............................................................................................................18 1.4 Housing...........................................................................................................20 1.5 Unemployment................................................................................................21 1.6 Education.........................................................................................................21 1.7 Rates of Imprisonment.....................................................................................22 1.8 Racism and Oppression....................................................................................23 1.9 Conclusion......................................................................................................27 Chapter 2. Defining Aboriginal Identity..................................................................30 2.1 A Therapeutic Understanding of Identity Formation......................................30 2.2 Defining Aboriginal Identity...........................................................................31 2.3 Colonial Constructs versus Indigenous Identity..............................................33 2.4 Modern Acts of Cultural Repression...............................................................36 2.5 Conclusion.......................................................................................................42 ii Chapter 3. Educational Policies and Practice, and Their Impact on Indigenous Students......................................................................................................................45 3.1 Aboriginal Education.......................................................................................45 3.2 Mission Schools...............................................................................................47 3.3 The Establishment of a Government System of Aboriginal Education.........48 3.4 Education – A Means of Assimilation.............................................................52 3.5 Consequences of ‘Attempted’ Assimilation.....................................................64 3.6 Continuing Realities.........................................................................................74 3.7 Possible Pathways to a Brighter Future............................................................77 3.8 Conclusion........................................................................................................78 Chapter 4. The Concept of ‘Whiteness’, and the Realities of Living in a ‘White World’..............................................................................82 4.1 Race Relations and the Emergence of ‘Whiteness’ Studies………………….82 4.2 ‘Whiteness’ – The First Global Hegemony…………………………………. 84 4.3 The Role of the Missionaries………………………………………………....87 4.4 The New Deal……………………………………………………………….. 90 4.5 War in Australia……………………………………………………………....93 4.6 The Northern Territory Emergency Response (NTER)……………………....96 4.7 Conclusion……………………………………………………………..........110 Chapter 5. Storytelling and Counselling……………………................................114 5.1 Storytelling from a Counselling Perspective………………………………..115 5.2 Modernism………………………………………………………………..…116 5.3 Postmodernism……..………………………………………………………..122 5.4 Constructionism……..…………………………………………………..…..123 5.5 Social Constructionism…………………………………………..………….124 iii 5.6 Storytelling from an Indigenous Perspective……………………………….126 5.7 Back to the Future…………………………………………………………..129 5.8 The Emergence of Qualitative Research……………………………………132 Chapter 6. Conceptual Framework and Methodology….............……………133 6.1 An Interpretative-Phenomenological Approach………………………….…133 6.2 Sample………………………………………………………………………134 6.3 The In-Depth, Semi-Structured, One-on-One Interview……………………135 6.4 Data Analysis……………………………………………………………......139 6.5 IPA Analysis………………………………………………………………...140 6.6 Ethical Considerations: Consent and Participants’ Protection…...…………143 6.7 Significance of the Study…………………………………………………....144 Chapter 7. Data Analysis: Stage One – The Stories Unfold.............................145 7.1 Participant 1………………...……………………………………………….145 7.2 Participant 2………………………………………………………................159 7.3 Participant 3………………….......………………………………………….167 7.4 Participant 4……………………………………………………………...….179 7.5 Participant 5………………………………………………………................188 7.6 Participant 6…………………………………………………………………197 7.7 Participant 7…………………………………………………………………213 7.8 Participant 8…………………………………………………………………225 7.9 Participant 9………………………………………………………................240 Chapter 8. Data Analysis: Stage Two – Thematic Analysis…………............248 8.1 Model 1 – The Lived Experience………......…………………………..…...250 8.2 Tables of Themes – Loss and Gain in the Journey – Reflections from the Literature……………………………….......................251 iv 8.2.1 Table 1. Superordinate Theme – Living Between Two Worlds…………....250 8.2.2 Table 2. Ordinate Themes…………………………………………...............253 8.2.3 Table 3. Subordinate Themes of Realism………..……………….................259 8.2.4 Table 4. Subordinate Themes of Recognition………….......……………….266 8.3 Subordinate Theme Narrative………………………………..……………...269 8.4 Table 5 Summary of Subordinate Theme Narratives……...…......................300 8.5 Model 2 – The Lived Experience……………...……………………………301 Chapter 9. The ‘Lived Experience’ Within a Counselling Context...…......…302 9.1 Some Basic Counselling Truths…………………..……………………....…303 9.2 “If You Cannot Understand an Aboriginal Person’s Silence, Then You Will Never Understand Their Words”……………………..….....305 9.3 Pathways to a Brighter Future……………….......……………......................308 9.4 Summary of Findings……………………………………………....………..313 Chapter 10. Developing an Optimal Counselling Approach and Foundation………................................................................……………………….315 10.1 The Burgess ‘Five Stage’ Model................……………………....…………316 10.2 Conclusion......................................................................................................321 Reflection…………………………………………………………………...323 References..................................................................................................................324 v LIST OF APPENDIXES Appendix 1: Pintupi Art (Keeffe, 1992)........................................................342 Appendix 2: Informed Consent Form............................................................344 Appendix 3: Information Sheet......................................................................345 vi ABSTRACT Education is the great engine of personal development. It is through