References
- ABS. (2014). Schools, Australia, 2014. Catalogue number 4221.0. Canberra: Australian Bureau of Statistics. Retrieved from http://www.abs.gov.au/ausstats/[email protected]/mf/4221.0
- Beresford, Q. (2003). The context of Aboriginal education. In Q. Beresford & G. Partington (Eds.), Reform and resistance in Aboriginal education: The Australian experience (pp. 10–25). Perth: University of Western Australia Press.
- Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
- Bottrell, D. (2007). Resistance, resilience and social identities: Reframing ‘problem youth’ and the problem of schooling. Journal of Youth Studies, 10(5), 597–616. doi:10.1080/13676260701602662
- Britzman, D. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany: State University of New York Press.
- Department of Prime Minister and Cabinet [DPM&C]. (2014, April 22). Indigenous advancement strategy. Children and Schooling. Retrieved from http://www.indigenous.gov.au/children-and-schooling
- Dreise, T., & Thomson, S. (2014). Unfinished business: PISA shows indigenous youth are being left behind. Retrieved from http://research.acer.edu.au/indigenous_education/37
- Friedel, T. L. (2009). Urban indigenous youths’ perspectives on identity, place and place-based learning and the implications for education (NR55347 Ph.D.). University of Alberta (Canada), Ann Arbor, MI. ProQuest Central database.
- Hayes, D. (2012). Re-engaging marginalised young people in learning: The contribution of informal learning and community-based collaborations. Journal of Education Policy, 27(5), 641–653. doi:10.1080/02680939.2012.710018. Special Issue: What Would a Socially Just Education System Look Like?
- Hayes, D. (2013). Customization in schooling markets: The relationship between curriculum and pedagogy in a ‘pop-up’ learning project, and the epistemic opportunities afforded by students’ interests and backgrounds. International Journal of School Disaffection, 10(2), 3–22.
- Hayes, D., & Skattebol, J. (2015). Education and belonging. In J. Wyn & H. Cahill (Eds.), Handbook of children & youth studies (pp. 517–528). Singapore: Springer.
- Heidegger, G., Niemeyer, B., Petersen, W., Ruelens, L., Heikkinen, A., Herno, M., & Frazao, L. (2005). Re-integration: Transnational evaluation of social and professional re-integration programmes for young people. Final Report. Retrieved from http://www.biat.uni-flensburg.de/biat.www/index_projekte.htm
- Kenway, J., & Fahey, J. (2014). Staying ahead of the game: The globalising practices of elite schools. Globalisation, Societies and Education, 12(2), 177–195. doi:10.1080/14767724.2014.890885
- Kenway, J., & Youdell, D. (2011). The emotional geographies of education: Beginning a conversation. Emotion, Space and Society, 4(3), 131–136. doi:10.1016/j.emospa.2011.07.001
- Martin, K., & Mirraboopa, B. (2003). Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re‐search. Journal of Australian Studies, 27(76), 203–214. doi:10.1080/14443050309387838
- Martin, K. L. (2008). Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers. Brisbane: Post Pressed.
- Maxwell, C., & Aggleton, P. (2013). Introduction: Privilege, agency and affect – understanding the production and effects of action. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect: Understanding the production and effects of action (pp. 1–14). Houndmills: Palgrave Macmillan.
- Mazzei, L. A., & Jackson, Y. (2012). Complicating voice in a refusal to “Let participants speak for themselves”. Qualitative Inquiry, 18(9), 745–751. doi:10.1177/1077800412453017
- Nairn, K., & Higgins, J. (2011). The emotional geographies of neoliberal school reforms: Spaces of refuge and containment. Emotion, Space and Society, 4, 180–186. doi:10.1016/j.emospa.2010.10.001
- Nakata, M. (2007). Disciplining the savages: Savaging the disciplines. Canberra: Aboriginal Studies Press.
- Pedersen, A., Dudgeon, P., Watt, S., & Griffiths, B. (2006). Attitudes toward Indigenous Australians: The issue of “special treatment”. Australian Psychologist, 41(2), 85–94. doi:10.1080/00050060600585502
- Seigworth, G. J., & Gregg, M. (2010). An inventory of shimmers. In G. J. Seigworth & M. Gregg (Eds.), The affect theory reader (pp. 1–25). Durham: Duke University Press.
- Skattebol, J. (2010). Affect: A tool to support pedagogical change. Discourse: Studies in the Cultural Politics of Education, 31(1), 75–91.
- Smith, A. (2012). Indigeneity, settler colonialism, white supremacy. In D. Martinez HoSang, O. LaBennett, & L. Pulido (Eds.), Racial formation in the twenty-first century (pp. 66–90). Berkley: University of California Press.
- Smyth, J., & Hattam, R. (2001). ‘Voiced’ research as a sociology for understanding ‘dropping out’ of school. British Journal of Sociology of Education, 22(3), 401–415. doi:10.1080/01425690120068006
- Te Riele, K. (2011). Raising educational attainment: How young people’s experiences speak back to the compact with young Australians. Critical Studies in Education, 52(1), 93–107. doi:10.1080/17508487.2011.536515
- Thomson, R. (2009) Intensity and insight: Qualitative longitudinal methods as a route to the psychosocial (Timescapes Working Paper Series No. 3). ISSN: 1758 3349.
- Van Ingen, C., & Halas, J. (2006). Claiming space: Aboriginal students within school landscapes. Children’s Geographies, 4(3), 379–398. doi:10.1080/14733280601005856
- Walkerdine, V., Lucey, H., & Melody, J. (2002). Growing up girl: Psychosocial explorations of gender & class. London: Palgrave.
- Wetherell, M. (2013). Feeling rules, atmospheres and affective practice: Some reflections on the analysis of emotional episodes. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect: Understanding the production and effects of action (pp. 221–239). Houndmills: Palgrave MacMillian.