Educating Indigenous Children in Australian Juvenile Justice Systems

Beschreibung

This book addresses key issues in the context of the national policy of educating children accused of crimes in Juvenile Courts in Australia. For several decades, National and State Governments in Australia have struggled to define education, constantly seeking to improve the way society applies the concept. This book presents an accurate portrayal of consequences of the education policy of trying to educate troubled children and young people in trouble with the law. It describes the work of juvenile detention centre mathematics teachers and their teaching contexts. It portrays teachers as learners, who ventured with researchers with a theoretical perspective. This book focuses on culturally responsive pedagogies that seek to understand the ways Indigenous children and young people in juvenile detention make sense of their mathematical learning, which, until the time of detention, has been plagued by failure. It examines how the underperformance of Aboriginal andTorres Strait Islander students, and students from low socioeconomic backgrounds are strong determinants of their overrepresentation in the juvenile justice system in Australia. This book presents the argument that if the students’ literacy and numeracy levels can be improved, there is opportunity to build better futures away from involvement in the juvenile justice system and towards productive employment to improve life chances.

This book addresses key issues in the context of the national policy of educating children accused of crimes in Juvenile Courts in Australia. For several decades, National and State Governments in Australia have struggled to define education, constantly seeking to improve the way society applies the concept. This book presents an accurate portrayal of consequences of the education policy of trying to educate troubled children and young people in trouble with the law. It describes the work of juvenile detention centre mathematics teachers and their teaching contexts. It portrays teachers as learners, who ventured with researchers with a theoretical perspective. This book focuses on culturally responsive pedagogies that seek to understand the ways Indigenous children and young people in juvenile detention make sense of their mathematical learning, which, until the time of detention, has been plagued by failure. It examines how the underperformance of Aboriginal andTorres Strait Islander students, and students from low socioeconomic backgrounds are strong determinants of their overrepresentation in the juvenile justice system in Australia. This book presents the argument that if the students’ literacy and numeracy levels can be improved, there is opportunity to build better futures away from involvement in the juvenile justice system and towards productive employment to improve life chances.

Autor*in

Bronwyn Ewing

Themen in »Educating Indigenous Children in Australian Juvenile Justice Systems«

Juvenile Justice System in Australia Juvenile Justice System and Education in Australia Education and The Law Education for Detained Young People in Australia Teaching in Youth Detention Centre Context Learning in Youth Detention Centre Contexts Mathematics Education, Pedgaogy and Curriculum Embedding Indigenous Perspectives in Education Aboriginal Culture in Education Aboriginal Language in Education Aboriginal Practices in Education Torres Strait Islander Culture in Education Torres Strait Islander Language in Education Torres Strait Islander Practices in Education Role Models for Indigenous Young People

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“The book is written in a non-technical narrative-friendly form. It is addressed and intended for a wide variety of groups including professionals, laypeople, scholars, elders, students, and members of government. The book has admirably accomplished its goals.” (Russel Jay Hendel, MAA Reviews, July 30, 2023)
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