Nancy Barnes, nee Brumbie(1927-2012),南澳大利亚第一位合格的土著幼儿园园长

IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Early Childhood Pub Date : 2021-03-26 DOI:10.1177/1836939121997990
K. Whitehead, Belinda MacGill, Samantha Jo Schulz
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引用次数: 2

摘要

到目前为止,土著儿童早期教育工作者在二十世纪中期的工作还没有得到广泛的承认。南希·巴恩斯(Nancy Barnes, nee Brumbie, 1927-2012)体现了澳大利亚原住民的力量和坚韧,他们不得不在白人机构和一个剥夺他们基本人权的社会中生存和工作。1956年12月,南希毕业于阿德莱德幼儿园培训学院,成为南澳第一位合格的土著幼儿园园长。随后,她担任爱丽丝泉Ida Standley幼儿园的基金会主任(1959-1962),然后是南澳大利亚幼儿园联盟的第一位“区域主任”。基于传统的档案研究和对公共文件的分析以及巴恩斯的自传,文章从她作为家庭佣人的童年和青年开始,然后探讨了她的职业生涯、政治活动、种族主义经历以及通过教育解决土著和白人澳大利亚人之间不平等问题的终身承诺。
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Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director
To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.
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来源期刊
Australasian Journal of Early Childhood
Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
16.70%
发文量
24
期刊介绍: The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.
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