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As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system. [ABSTRACT FROM AUTHOR]

Social housing scarcity has underpinned the development of detailed social housing application processes across Australia. Applications require the strongest possible evidence of disadvantage and need, conceptualized in this paper as the required demonstration of "inverse distinction". Drawing on 47 in-depth interviews in three Australian states with people who have expert knowledge of the application process, we argue that the onerous requirements of the application means that if an applicant does not have a skilled supporter or advocate, they are less likely to achieve an optimal result. Drawing on Bourdieu's framework and the concept of emotional capital, we demonstrate that being prioritized invariably involves an applicant sub-contracting cultural and social capital to an advocate. Further, the latter needs to have the requisite emotional capital. This article shines new light on the practical and emotional workload of social housing applications for both housing professionals and those in need of housing assistance. [ABSTRACT FROM AUTHOR]