“Ceaselessly circling the centre”: Historical contextualization of indigenous education within Australia

Abstract

Purpose

The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's “first peoples” within a context of centre/periphery thinking.

Design/methodology/approach

The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face‐to‐face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience.

Findings

The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country.

Originality/value

This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between “centre and periphery”, provides valuable insights into the full diversity of the indigenous historical experience in Australian education.

Citation

Herbert, J. (2012), "“Ceaselessly circling the centre”: Historical contextualization of indigenous education within Australia", History of Education Review, Vol. 41 No. 2, pp. 91-103. https://doi.org/10.1108/08198691311269484