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Indigenous children --- Indigenous youth --- Mortality

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The U.S. Congress is charged with responsibility for the protection and preservation of American Indian tribes, including Indian children. In 1978, Congress enacted the Indian Child Welfare Act (ICWA), with the intent to ""protect the best interests of Indian children and to promote the stability and security of Indian tribes and families."" ICWA sets federal requirements that apply to state child custody proceedings involving an Indian child who is a member of or eligible for membership in a federally recognized tribe. ICWA also sets out federal requirements regarding removal of In

Indian children --- Indigenous children --- Legal status, laws, etc. --- United States.

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Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of ‘marginalised other’, the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, ‘thirsty to learn’. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that. Cover photo: Marginalized, Gustav Alerby, Rosvik, Sweden?

Children of minorities --- Indigenous children --- Refugee children --- Education.

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Indigenous peoples --- Indigenous children --- Boys --- Children, Black --- Missions --- Education --- Education (Secondary) --- Educational work

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It has been over twenty years since the release of the landmark Bringing Them Home report and more than a decade since the National Apology was delivered by then-Prime Minister Kevin Rudd to Stolen Generations survivors – Aboriginal and Torres Strait Islander Australians who have suffered as the result of past government policies and practices of forced child removal and assimilation. Acknowledging the wrongs of the past was a significant milestone in the history of our nation, but there is still much work to be done to heal the enduring trauma experienced by survivors, families and communities. After two decades, the majority of the Bringing Them Home recommendations have not been implemented, adding to ongoing distress. In the meantime, this inaction fails to address the escalating national crisis involving continuing removal of indigenous children from their families. What is the nation’s plan for healing this pain; are we any closer to needs-based funding and a financial redress scheme, dealing with intergenerational trauma and establishing an appropriate policy response? What is the way ahead for the ‘unfinished business’ in the long journey towards healing?

Aboriginal Australians, Treatment of. --- Indigenous children --- Reconciliation --- Government liability --- Political aspects