Abstract
Abstract From the early 1900s, education in the Torres Strait was dominated by protectionism and segregation. In 1964 on Thursday Island the segregated state school system was abolished: “coloured children” could attend the high top from 1964 and thus secondary schooling became available to all as far as year 10. Since then there have been considerable changes. This paper describes and analyses some of these within a framework of relational justice and social access. Themes discussed include written texts about the people of Torres Strait and about education in Torres Strait; the growth of Torres Strait Islander voice in educational research; educational governance, facilities and staffing; teaching in Torres Strait classrooms; curriculum and vlanguage; preparing teachers to teach in Torres Strait; supporting teachers in Torres Strait; school-community relationships; and some recent initiatives.
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