Doctor of Philosophy (PhD) / In Australian Aboriginal affairs, the acculturative strand of assimilation developed in large part from Elkin’s religious and Idealist commitment, for which in the years 1928 to 1933 he won social-scientific authority. In competition with both an eliminationist politics of race and a segregationist politics of territory, Elkin drew upon religious experience, apologetics, sociology, and networks to establish a ‘positive policy’ as an enduring ideal in Aboriginal affairs. His leadership of the 1930s reform movement began within the Anglican Church, became national through civic-religious organs of publicity, and gained scientific authority as Elkin made religious themes a central concern in Australian anthropology. But from the 1960s until recently, most scholars have lost sight of the centrality of Idealism and religion in our protagonist’s seminal project of acculturative assimilation. This thesis aims to show how Elkin dealt with problems fundamental to twentieth century Aboriginal affairs and indeed to Australian modernity more generally – problems of faith and science, morality and expediency – in developing his positive policy towards Aborigines.

Doctor of Philosophy (PhD) / In Australian Aboriginal affairs, the acculturative strand of assimilation developed in large part from Elkin’s religious and Idealist commitment, for which in the years 1928 to 1933 he won social-scientific authority. In competition with both an eliminationist politics of race and a segregationist politics of territory, Elkin drew upon religious experience, apologetics, sociology, and networks to establish a ‘positive policy’ as an enduring ideal in Aboriginal affairs. His leadership of the 1930s reform movement began within the Anglican Church, became national through civic-religious organs of publicity, and gained scientific authority as Elkin made religious themes a central concern in Australian anthropology. But from the 1960s until recently, most scholars have lost sight of the centrality of Idealism and religion in our protagonist’s seminal project of acculturative assimilation. This thesis aims to show how Elkin dealt with problems fundamental to twentieth century Aboriginal affairs and indeed to Australian modernity more generally – problems of faith and science, morality and expediency – in developing his positive policy towards Aborigines.

The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.