Contextual explorations of the interconnections of 'class', 'race', and 'place' as they relate to education in Glasgow, Scotland and First Nations Australia

This paper examines the intersections of race, class, and place in shaping the educational experiences of marginalized groups, focusing on working-class communities in Glasgow, Scotland and First Nations peoples in Australia. Through two contextual explorations- 'Neds and education in Glasgow, Scotland' and 'First Nations Australians and the Australian Education System'-this paper explores how historical legacies of colonialism, racism, and socioeconomic disadvantage continue to effect educational outcomes. The first contextual exploration analyses the experiences of Neds in the Scottish education system, revealing how capitalist-driven education systems create ideological "winners and losers". The second contextual exploration examines the systemic oppression faced by First Nations Australians within the Australian education system, highlighting the ongoing impact of colonial policies. By drawing parallels between these experiences, the paper argues that both working-class and First Nations peoples face shared struggles rooted in systemic inequalities, and that addressing these challenges is essential for creating a more just and inclusive educational system.