Purpose

This paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children.

Design/methodology/approach

This paper uses Tally Ho Boys’ Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood.

Findings

This paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century.

Originality/value

Scholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria.

中文翻译：

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Tally Ho Boys' Training Farm、土著儿童和学校、福利和司法系统的交集，1950 年代至 1960 年代

目的

本文借鉴了维多利亚州教育部的档案记录、Tally Ho（中央传教团）管理机构制作的文献以及 20 世纪中叶关于 Tally Ho 学校和教育的报纸报道。本文还借鉴了维多利亚州原住民福利委员会和北领地福利部的材料，以及政府对儿童机构收容的两项历史性重要调查。

设计/方法/方法

本文以 Tally Ho Boys' Training Farm 作为案例研究，研究 20 世纪中叶 Tally Ho 等机构中的福利系统、司法系统以及土著儿童的学校教育和教育的交集。此外，它还提供了关于诸如 Tally Ho 之类的机构如何被维多利亚州和北领地政府用于追求不同议程——有时是教育——特别是针对土著儿童的观点。本文还探讨了当档案丢失或对原住民童年历史保持沉默时，如何重建历史。

发现

本文展示了政府如何使用 Tally Ho 来控制和管理土著儿童的生活。通过汇集控制立法和政策的一系列机构和当局的档案，本文为维多利亚州和北领地在 20 世纪中叶的同化政策中对维多利亚州机构的作用提供了新的理解。

原创性/价值

关于维多利亚战后时期儿童机构化的奖学金，包括生活在照料机构中的儿童所经历的学校教育和司法系统的方式，未能充分融入土著儿童的经历。历史学家对居住在维多利亚州原住民保护区外的机构中的原住民儿童的经历给予的关注有限。对 Tally Ho 的土著和托雷斯海峡岛民儿童的经历进行研究的历史学术研究非常有限。这篇论文拓宽了我们对维多利亚州土著儿童如何遭遇收容所的理解。