Anxieties of Belonging in Settler Colonialism

Slater, Lisa

doi:10.4324/9780429433733

Cited by 25 publications

(5 citation statements)

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“…While some students reflected deeply on their new learning and were poised for action, cultural safety education instigated protective mechanisms in others. Psychological defence mechanisms such as anger can prompt students to retreat with claims of innocence, or, become engulfed in feelings of guilt and shame, resulting in a perceived loss of agency (Slater, 2018). While Mezirow (1990Mezirow ( , 1997 suggests that uncomfortable emotions may set the stage for transformative learning experiences, the findings of this study reveal that this can only occur when students' emotional experiences are heard by those who witness their own experiences with settler colonialism.…”

Section: Discussionmentioning

confidence: 70%

“…Sometimes it is easier to stay with drought, than to encounter the murkiness of water that is unfamiliar. Slater (2018) argues that White people in settler colonial societies move to innocence to overcome or deal with strong negative emotions. In our data, we found innocence proclaimed in many ways.…”

Section: Theme 2: Staying With Droughtmentioning

confidence: 99%

“…(ID: 60, Female, 25-29 years, Bachelor of Nursing) Mackey (1999) notes that White innocence is mobilised through narratives of nationhood. In Australia, values such as national progress, inclusion, tolerance and multiculturalism are virtuous (Slater, 2018). Students' outward display of national values of inclusion was portrayed in strong reactions to content that was perceived as divisive: I feel racism is a very serious issue and it should not be a cause for blaming others and creating rift in the society.…”

Section: Theme 2: Staying With Droughtmentioning

confidence: 99%

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Stories from the river: thematic analysis of non-Indigenous health students’ free-text survey responses about Australian cultural safety education

Mills

Sunderland

Allen

et al. 2022

AlterNative: An International Journal of Indigenous Peoples

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This article aims to interpret and theorise non-Indigenous health students’ emotional learning experiences within a cultural safety course from an Australian First Peoples’ perspective. All undergraduate health students enrolled in a First Peoples’ health and cultural safety course were invited to complete a post-course online survey. The survey included quantitative items along with six free-text responses about students’ emotional learning experiences. The free-text comments provided by 72 health students are the focus of this article. Drawing upon Kamilaroi Country and the metaphor of the river in drought, flood and when waters become clear, this research provides a synthesis of non-Indigenous health students’ emotions in the cultural safety classroom. Students acknowledged the powerful impact of work undertaken by First Peoples educators in sharing their narratives, creating safe spaces and bearing witness to students’ emotions. The analysis informs an understanding of student learning and recommendations for teaching practice.

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Section: Discussionmentioning

confidence: 70%

Section: Theme 2: Staying With Droughtmentioning

confidence: 99%

Section: Theme 2: Staying With Droughtmentioning

confidence: 99%

See 1 more Smart Citation

Stories from the river: thematic analysis of non-Indigenous health students’ free-text survey responses about Australian cultural safety education

Mills

Sunderland

Allen

et al. 2022

AlterNative: An International Journal of Indigenous Peoples

View full text Add to dashboard Cite

show abstract

“…The curriculum, by failing to detail this, encourages a drawing on Western universalised renditions of place. Thought of differently, by avoiding a consideration of how place is imagined differently, there is a tacit acceptance of colonial place‐making and the echoing of the “good white people desire to belong in a reconciled nation” (Slater, 2019, p. 22) where exclusion does not mediate how places become familiar, special, and/or can be looked after.…”

Section: Curriculum Representations Of “Place”mentioning

confidence: 99%

Curriculum as invader: Normalising white place in the Australian curriculum

Smith

2023

The Curriculum Journal

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Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader‐colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing how this is possible and easily reproduced is through a consideration of how renderings and representations of “place” – the complex entanglements of lands, histories, and identit(y/ies) – mediate both how (a) invasion can be normalised as a historical, geographic, and political “placial” reality, and (b) students and teachers might experience education in and of place. Indeed, “place” is a central guiding concept in official curriculum policy just as much as place is an experienced curriculum both within the school and in the broader world. In this respect, this paper looks to unpack how the concept of place is represented in curriculum policy and the attendant assumptions and implicit discourses that this (re)produces about the experiences of people in/of invaded place. Through a look at the coming revision to the Humanities and Social Science's learning area of the Australian Curriculum, I look to how the curriculum as policy frames place as synonymous with invader place epistemically and how this mediates what students can know and themselves feel about the embodied experience of learning about/in/of place.

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“…As the WDP operates in Australia, it is important to trace how home is understood in relation to settler-colonialism and multiculturalism. Home is profoundly 'unsettled' in Australia because of the invasion, theft, colonisation and appropriation of Indigenous lands, murder, forced removal and re-territorialization of Indigenous peoples, histories of migration and asylum seeking, and brutal detention policies (Slater, 2018). As Indigenous Australian scholar Aileen Moreton-Robinson insists, 'the colonials did not go home', and so the 'postcolonial remains based on whiteness' (Haggis, 2005: 54).…”

Section: Home and Settler-colonialismmentioning

confidence: 99%

Iconographies of the everyday: Mediated whiteness and food hospitality activism

Swan

2021

European Journal of Cultural Studies

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The category of the ‘everyday’ has been relatively un-theorised in studies of digital food culture. Drawing on theories that the everyday is not just a backdrop but through which race, class and gender are constituted, and the cultural production of whiteness, I analyse digital photographs from the Welcome Dinner Project’s webpages and social media. The Welcome Dinner Project is an Australian food hospitality activism charity, which organises and facilitates one-off dinners to bring ‘newly arrived’ and ‘established Australians’ together over potluck hospitality to address isolation and racism. My overall argument is that Welcome Dinner Project representations and media representations of Welcome Dinner Project are underscored by conflicting representations of race, diversity and privilege. Despite the good intentions of the Welcome Dinner Project, the formal images it disseminates work to service the status quo by enacting and reinforcing dominant notions of middle-class whiteness in Australia, moderating the transgressive potential of its activism. However, these processes are subverted by less formal and unruly images depicting people outside, in mess, in non-hierarchical groups and migrant hosting. Such imagery can be understood as a form of visual activism which challenges the iconographies of whiteness in digital food culture and normative ideals of race-neutral domesticity and everydayness.

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Anxieties of Belonging in Settler Colonialism

Cited by 25 publications

References 0 publications

Stories from the river: thematic analysis of non-Indigenous health students’ free-text survey responses about Australian cultural safety education

Stories from the river: thematic analysis of non-Indigenous health students’ free-text survey responses about Australian cultural safety education

Curriculum as invader: Normalising white place in the Australian curriculum

Iconographies of the everyday: Mediated whiteness and food hospitality activism

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