Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/4505
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dc.contributor.authorPriest, Nen
dc.contributor.authorBiddle, Nen
dc.date.accessioned2019-07-04T11:29:19Zen
dc.date.accessioned2019-07-04T06:16:59Zen
dc.date.available2019-07-04T11:29:19Zen
dc.date.available2019-07-04T06:16:59Zen
dc.date.issued2019-05en
dc.identifier.isbn978-1-925715-19-4en
dc.identifier.urihttps://hdl.handle.net/10620/18403en
dc.identifier.urihttp://hdl.handle.net/10620/4505en
dc.description.abstractThe aim of this paper is to summarise existing evidence and new analyses that shed light on the role of reconciliation in schools and early learning services in particular, and in education more broadly. We present the first analysis in Australia of the relationship between racism/discrimination and cognitive development among the Indigenous Australian population, showing a negative and statistically significant longitudinal relationship. We discuss the policy implications of these findings, as well as the implication of the broader literature on reconciliation in schools and early learning services.en
dc.subjectChild Developmenten
dc.titleThe importance of reconciliation in educationen
dc.typeTechnical working papers and reportsen
dc.identifier.urlhttp://csrm.cass.anu.edu.au/sites/default/files/docs/2019/5/CSRM-WP-RECONCILIATION-1-2019.pdfen
dc.identifier.surveyLSICen
dc.description.institutionANUen
dc.title.reportCSRM WORKING PAPERen
local.identifier.id5098en
dc.subject.dssChildhood and child developmenten
dc.subject.dssDisadvantage, adversity and resilienceen
dc.relation.surveyLSICen
dc.date.featured2021-06-01-
dc.old.surveyvalueLSICen
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