 Abstract | Abstract
This thesis acknowledges the social and cultural importance of education and the role
the institution plays in the construction of knowledge – in this case of young Nunga
males. It also recognizes that education is a contested field. I have disrupted
constructions of knowledge about young Nunga males in mainstream education by
mapping and rapping - or mappin and rappin Aboriginal English - the theories of
race, masculinity, performance, cultural capital, body and desire and space and place
through the use of Nunga time-space pathways. Through disruption I have shown
how the theories of race and masculinity underpin ways in which Blackness and
Indignity are played out within the racialisation of education and how the process of
racialisation informs young Nunga males’ experiences of schooling. The cultural
capital that young Nunga males bring to the classroom and schooling environment
must be acknowledged to enable performance of agency in contested time, space and
knowledge paradigms. Agency privileges their understanding and desire for change
and encourages them to apply strategies that contribute to their own journeys home
through time-space pathways that are (at least in part) of their own choosing. |
