The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency.,The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research.,Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives.,This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future.,This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.

中文翻译：

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车站出现动静：1910-1955年在Moola Bulla进行的西方教育

本文的重点是集中居住在1910年至1955年之间西澳大利亚州Moola Bulla土牛站（Moola Bulla）的原住民的生活经历和对西方教育的看法。感兴趣的是对政府立法的方式进行调查政策影响了这些经验和看法。本文的目的是促进强有力的叙事，同时承认不公正并尊重原住民机构。本文的研究脱离了对历史的殖民主义，家长式和种族主义的解释。它旨在使西澳大利亚偏远地区的土著教育叙事非殖民化。该研究使用定性历史研究的广角镜头和深视角镜头，并通过非殖民化方法和立场理论进行了过滤。同时，本文重视土著学者对历史研究非殖民化的贡献。初步调查结果表明，在穆拉·布拉纳（Moola Bulla）受过教育的居民所讲的叙述支持将先前对本土缺乏的虚假陈述重新解释为基于力量的叙述。这些叙事或“反故事”清楚地表明了对殖民主叙事的抵制。本文认为，聆听土著居民过去的生活经验和对西方教育的看法将更好地帮助我们参与为土著学生提供平等的教育机会通过解决土著教育中的问责制，本文将为更广泛的学术界做出贡献。