ABSTRACT 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”.

中文翻译：

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FW Albrecht，澳大利亚中部的同化政策和土著女孩的教育：克服澳大利亚历史上的纪律处分

摘要 本文探讨了路德会传教士 FW Albrecht 的工作，他在第二次世界大战后的几十年里制定了一项私人资助的学校计划，为澳大利亚中部的土著儿童提供正规教育。阿尔布雷希特设计的计划针对生活在芬克河任务轨道内养牛站的“半种姓”女孩——具有历史意义，因为与通常与被盗一代相关的儿童搬迁不同，它依赖于土著父母的同意和鼓励女孩们保持与土著文化遗产的联系和自豪感。作为对 FW Albrecht 和接受他的教育计划的土著妇女的更大研究的一部分，本文讨论了 Albrecht 和他的一位土著学生之间存在的本地父母式关系。通过概述这段历史的情感内容，作为研究人员（一个声称拥有土著身份地位的人，另一个没有），我们认为历史中情感的伦理参与对于避免刘易斯戈登所说的“学科颓废”是必要的。