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This paper argues that Aboriginal children's engagement with education in the central Australian region of the Northern Territory in the mid-twentieth century can be understood as strategic engagements with formal western education systems and assimilation policies. It addresses a methodological problem stemming from a project that focuses on the work of the Finke River Mission (FRM) and its head missionary Friedrich Wilhelm Albrecht who, during the 1950s and 1960s, initiated an education scheme that targeted 'half-caste' Indigenous girls living on pastoral stations in central Australia. The scheme demonstrates the key concern of this special issue in that it is an example of the entanglements of transnational forces with local expressions of Indigenous education in Australia.

This article examines the positive impact of overseas study tours on the teaching philosophies and classroom strategies used by the professors running the tours. While education scholars have identified long-term benefits of overseas study tours for students, less attention has been paid to flow-on benefits for teachers. This article aims to address this gap in the literature by having five Australian professors describe how their international study tour experiences changed and improved their teaching in the classroom. The article shows that in the process of developing a successful overseas study tour, professors can learn lessons about teaching that they can use productively in the classroom.

This paper argues that Aboriginal children's engagement with education in the central Australian region of the Northern Territory in the mid-twentieth century can be understood as strategic engagements with formal western education systems and assimilation policies. It addresses a methodological problem stemming from a project that focuses on the work of the Finke River Mission (FRM) and its head missionary Friedrich Wilhelm Albrecht who, during the 1950s and 1960s, initiated an education scheme that targeted 'half-caste' Indigenous girls living on pastoral stations in central Australia. The scheme demonstrates the key concern of this special issue in that it is an example of the entanglements of transnational forces with local expressions of Indigenous education in Australia. [ABSTRACT FROM AUTHOR]

This article examines of the life of Nancy Verna Power, an Aboriginal woman born in north‐west Queensland in 1910. Nancy Power was given an exemption certificate in 1933. The certificate released her from control by the Department of Native Affairs in 1933 and led her to remain silent about her identity in the later years of her life. This article examines Nancy's early life as a domestic servant, when she was under the control of the Chief Protector, the superintendent of Purga Mission and other government administrators. Using Phillips and Bunda's principles of "storying" each author describes a period of Nancy's life with an eye to their own connection to, and ability to tell, the story. Judi Wickes, Nancy's niece, tells her story from 1910 to 1924 and from 1934 to 1950 using family records and her own memories. Katherine Ellinghaus, a non‐Indigenous historian, uses the official written records created by the Queensland government to describe Nancy's life between 1930 and 1934. [ABSTRACT FROM AUTHOR]

The article profiles George Newkirk Jr., an Osage man from Oklahoma, who filed an application for the certificates of competency with the Osage Agency for his local agency in 1949. The certificate reportedly allows Native Americans to sell, lease, or mortgage their land, manage their finances, and pay taxes without government supervision. Also discussed are the use of competency as a settler colonial device, the policy of assimilation, and Native Americans' search of competency.

The construction of national identity through historical narrative is inextricably linked to archival keeping, access and privilege. In settler-colonial contexts, archives and the way they are used are always political. Drawing on decolonising methodologies and critical archival theory, this paper examines challenges faced by an interdisciplinary project team who received University of Melbourne Engagement funding to initiate a process of repatriation. This project has been grounded in the process of consultation and engagement with the Indigenous communities from which these records originated, and the process of reconnecting former students of Mount Margaret, and their families. In confronting the inherent cultural biases of archives, this paper considers particular problems for institutions in developing methods of repatriation alongside record collection and keeping. [ABSTRACT FROM AUTHOR]

In 2017 and 2018 historians teaching at the University of Melbourne, in collaboration with staff from the University of Melbourne's Cultural Collections, brought an element of object-based learning to their undergraduate teaching. This article describes their pedagogical strategies in bringing material culture to a study of the past, discusses the advantages to this kind of teaching, and describes the results of a survey of students which aimed to measure student engagement and skills gained. We argue that object-based learning is an adaptable pedagogy that allows students to feel confident in reading a variety of historical sources, extrapolate about the experiences and emotions of people in the past and to think deeply about the politicised ways in which societies commemorate, memorialise and archive the past. [ABSTRACT FROM AUTHOR]

The article focuses on case studies of exemption from Queensland. It mentions that Marnie Kennedy and Rita Huggins both wrote about their experiences of exemption in their autobiographies; and Judi Wickes has also written extensively about exemption, both as an historian and as someone who has a history of exemption in her family.

This article explores the work of Lutheran missionary F. W. Albrecht, who in the decades following the Second World War instituted a privately funded school scheme to provide formal education to Aboriginal children in central Australia. The scheme that Albrecht devised targeted "half-caste" girls living at cattle stations located within the orbit of the Finke River Mission—historically significant because, unlike the child removal commonly associated with the Stolen Generations, it relied on the consent of Aboriginal parents and encouraged the girls to maintain links to and pride in their Aboriginal cultural heritage. As part of a larger study of F. W. Albrecht and the Aboriginal women who were subject to his education scheme, this article discusses the in loco parentis–style relationship that existed between Albrecht and one of his Aboriginal students. By outlining the emotional content of this history, as researchers (one who claims an Indigenous identity position and one who does not) we argue that an ethical engagement with emotions in history is necessary to avoid what Lewis Gordon has termed "disciplinary decadence". [ABSTRACT FROM AUTHOR]

Inspired by new histories of Indigenous mobility that emphasise how movement was an important feature of Aboriginal and Torres Strait Islander experience, this article examines how mobility enables us to better understand the legal status of exemption. It shows the way non-Indigenous families seized on exemption in Queensland between 1897 and 1914 as a way to maintain control over the movement of the women and girls who worked for them as domestic servants. It also examines how those women and girls negotiated, refused and embraced the policy of exemption and used it to gain freedom to move around Queensland, driven by their family connections, ambitions and cultural and community ties. These two different uses of exemption show that even though the 1897 Aboriginals Protection and Restriction of the Sale of Opium Act made the movement of Indigenous people fraught, Aboriginal and Torres Strait Islander people continued their efforts to be mobile. [ABSTRACT FROM AUTHOR]

This article examines the positive impact of overseas study tours on the teaching philosophies and classroom strategies used by the professors running the tours. While education scholars have identified long-term benefits of overseas study tours for students, less attention has been paid to flow-on benefits for teachers. This article aims to address this gap in the literature by having five Australian professors describe how their international study tour experiences changed and improved their teaching in the classroom. The article shows that in the process of developing a successful overseas study tour, professors can learn lessons about teaching that they can use productively in the classroom. [ABSTRACT FROM AUTHOR]

This article examines state efforts to assimilate Indigenous peoples through the spatial politics of housing design and the regulation of access to and use of houses, streets, and towns. Using two Australian case studies in the 1950s, Framlingham Aboriginal Reserve in Victoria and the Gap housing development in the Northern Territory, and inspired by recent scholarship on imperial networks and Indigenous mobilities, it explores Aboriginal people's negotiation of those efforts through practices of both moving and staying put. We demonstrate the importance of micromobility-which we define as smallscale movements across short distances, in and out of buildings, along roads, and across townships-and argue that in order to fully appreciate the regulation of Indigenous mobility and Indigenous resistance to it, scholars must concentrate on the small, local, and seemingly insignificant as well as more drastic and permanent movement. [ABSTRACT FROM AUTHOR]

This article is the guest editors' introduction to a special volume of Pacific Historical Review entitled "Protection: Global Genealogies, Local Practices." Guest editors Christina Twomey and Katherine Ellinghaus argue that the global discourse of protection had a strong presence beyond British humanitarian circles and a longer chronological and larger geographical reach than historians have previously noted. Articles in the special volume include Christina Twomey's examination of protection as a concept with its origins in European, rather than British, colonialism, Trevor Burnard's study of the Protectors of slaves in Berbice in the early to mid-nineteenth century, Goolam Vahed's analysis of the Protectors appointed to lobby on behalf of immigrant Indian indentured labourers in late nineteenth century Natal, Rachel Standfield's investigation of the use of language in Protectorates in Australia and New Zealand in the 1840s, Amanda Nettelbeck's exploration of the concept of Aboriginal vagrancy in Australia in the 1840s, and Katherine Ellinghaus's comparison of the discourse of protection in policies of exemption and competency utlised in Oklahoma and New South Wales in the 1940s and 1950s. [ABSTRACT FROM AUTHOR]

What happens when we apply the principles of Gerald Vizenor's concept of survivance to the history of competency, a legal status which released the recipient from government supervision and allowed them to sell, mortgage or lease their allotted lands? Most scholarship on competency tells a story of settler colonial land loss, of fraud and failure, and the policy of competency is often identified as the legislative culprit. Competent Indians were immediately at the mercy of unscrupulous white people who exploited them in various ways through schemes designed to get them to sell their land and the sovereignty of Indian nations was compromised as a result. In this paper, I utilise the concept of survivance to look beyond this grim overview and to find stories of negotiation, skill and resistance in the detailed records of the Osage Agency in Oklahoma in 1940s, 1950s and 1960s. Can we write history that simultaneously pays attention to settler colonial strategies and indigenous agency and experience? [ABSTRACT FROM PUBLISHER]

This article focuses on the effect of social class and education in interracial marriages in Australia and North America. The article focuses on the contribution of Society of American Indians in bringing native American qualities to the middle class. As historian Nancy F. Cott points out, marriage is a public institution regulated both by social mores and law. In his classic 1964 study of the family William Goode states that the American system of courtship and mate choice is formally free, and legally almost any man can marry almost any woman, but the patterns of choice show that the number of eligibles is in fact highly restricted. American mate-selection systems encouraged homogamous marriage, which restricted people's choices to their own religion, class, education, and, of course, ethnic group. This is the result of the fundamental link that marriage has to economic status. Put simply, the social and financial status that spouses bring to the marriage affects the social and financial status of the other partner. The degree, to which this occurred, until very recently, has been gender-dependent.

Examines interracial marriages and interracial relationships among white and Native American students at the Hampton Normal and Agricultural Institute in Virginia. Assimilation policy of the school; History of Hampton Institute; Criticisms faced by Hampton Institute regarding African and Native Americans on campus; Concern expressed by government officials and reformers regarding the marriage partners of educated and at least partially assimilated students.